chapter ii - Digital Library UNS

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CHAPTER II

LITERATURE REVIEW

A. 2013 Curriculum

1. Definition of 2013 Curriculum

The curriculum is closely related to the quality of education, although the

curriculum is not the only factor that affects the quality of education. According to

Nasution (2008) curriculum is planned to achieve educational goals. Kwartolo

(2007) explains that there are many definitions of curriculum, but the essence is

delivering the learners through the learning experience so that they can grow and

develop optimally. Hamalik (2008) states that the curriculum is the educational

program provided by educational institutions (schools) for students. The

curriculum is not limited to the number of subjects, but all the things that can

affect the development of students. The curriculum is a planning that includes

content and learning materials, means, methods or learning strategies, and a

guidance for implementing teaching and learning activities.

There are various interpretations of the curriculum, the curriculum can be

seen as a product, a program, it is expected that students will learn, and as the

student experience (Nasution 2008). The curriculum can be assessed as the

product of the work of curriculum developers in the form of books and curriculum

guidelines. Curriculum as the program, which is a tool to achieve educational

goals that teaches a variety of activities that affect the development of students.

The curriculum is also considered as knowledge, attitudes, and skills that students

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will learn and experience from each student. The curriculum is always developed

and thinking about curriculum occurs continuously.

In short, curriculum is the educational program provided by educational

institutions for students to achieve educational goals. It includes content and

learning materials, means, methods or learning strategies, and a guidance for

implementing teaching and learning activities. It is also considered as knowledge,

attitudes, and skills that students will learn and experience from each student.

2013 Curriculum is a designed study to develop the potential of learners,

aiming to realize the generation of Indonesian people of dignity, civilized,

cultured, character, faith and fear of God Almighty, noble, healthy,

knowledgeable, skilled, creative, independence, become democratic citizens and

responsible which start implemented in the academic year of 2013/2014 gradually

(Minister of Education and Culture 2013c). According to Hasan (2013), the

development of 2013 Curriculum based on BSNP 2010 and the absence of

character education and entrepreneurship. This curriculum will be developed for

at least five years from 2010 to 2015. In 2010 and 2011 carried out a study on the

curriculum. In 2012 was the curriculum document finalization. In 2013 to 2015

the implementation and evaluation of curriculum in schools.

2013 Curriculum is developed to continue the development of School-

based Curriculum that has been initiated in 2004 which includes competency of

attitudes, knowledge, and skills in an integrated manner (Minister of Education

and Culture 2012). Steps strengthening corporate 2013 Curriculum consist of: (1)

preparing a handbook learning for student and teacher, (2) preparing teachers in


order to understand the use of learning resources that have been prepared and

other resources that they can use, and (3) strengthening the role of mentoring and

monitoring by the central and local implementation of learning (Hasan 2013). It is

described by Iskandar (2013), that the arrangement of the curriculum includes the

curriculum devices, learning tools, and textbooks have been conducted from

December 2012 - March 2013.

Based on the regulation of education and culture minister number 68 about

the junior high school curriculum, 2013 Curriculum regards on: (1) the learning

done by the teacher (taught curriculum) in the form of process developed in the

form of instruction in school, classroom, and society; and (2) the experience of

learning directly (learned-curriculum) which is fit to the background,

characteristics, and the initial ability of the learners. The individual learning

experience is regarded as the output of each learner. While the result of all

students’ are regarded as the results of the curriculum.

In short, 2013 Curriculum is a curriculum which is developed to continue

the development of School-based Curriculum that has been initiated in 2004

which includes competency of attitudes, knowledge, and skills in an integrated

manner. It is aimed to realize the generation of Indonesian people of dignity,

civilized, cultured, character, faith and fear of God Almighty, noble, healthy,

knowledgeable, skilled, creative, independence, become democratic citizens

2. The Reasons of Developing 2013 Curriculum

Lunenburg (2011) states that curriculum development can be defined as

the process of planning, implementation, and evaluation of curriculum that


ultimately result the curriculum plan. Curriculum development and change of

curriculum is a natural thing. Each curriculum is definitely developed, revised,

changed, modified, amended, enhanced, or whatever its name (Supriyoko 2012).

There are some general principles for curriculum development. The general

principles are the relevance, flexibility, continuity, practical, and effective

(Sukmadinata 2009). In the implementation of the curriculum is expected to be

adjusted to the learners in the form of time, place, and background of the learners.

Dakir (2004) states that there are four elements which need to be

considered in the development of the curriculum, which is as follows:

a. Planning, drafting, and programming the instructional materials and learning

experiences.

b. Characteristics of the learners.

c. Goals to be achieved.

d. Criteria to achieve the goal.

Bahan Uji Publik Kurikulum 2013 is mentioned the need for the

curriculum development that can be found in the explanation of UU nomor 20

tahun 2003 which states the national education development strategy. In this

legislation include the development and implementation of Competency-based

Curriculum (Minister of Education and Culture 2012). Iskandar (2013) adds in

explanation of pasal 35 UU nomor 20 tahun 2003 also described the competence

of graduates are qualified graduate capabilities that include attitudes, knowledge,

and skills in accordance with the agreed national standards.


Nugroho (2013) states that the government makes changes to the

curriculum on the basis of four main considerations.

a. Character education that has not been properly accommodated in the School-

based Curriculum that need strengthening through 2013 Curriculum. The

varieties of negative student behavior are understood as a form of real weak

character education.

b. A number of too many subjects that result in a heavy burden that can lead to

boredom and fatigue of thinking.

c. Indonesian student achievement scores in a series of TIMSS, PIRLS, and PISA

which has always been at the lowest level parallel to the lagging behind

countries.

d. Challenge of the 21st Century in the context of the demographic dividend, ie in

the year 2045 later, the population of productive age greater than the age of the

elderly and infants. So they were born is categorized golden generation should

get quality education. 2013 Curriculum is believed to be the interface between

the golden generation to the productive age.

2013 Curriculum development is carried out because of the variety of

challenges, both internal and external (Minister of Education and Culture 2013a).

Internal challenges related to eight National Education Standards and the

development of Indonesian population factors. External challenges related to

future challenges, competencies needed in the future, public perception,

development knowledge and pedagogical, and various negative phenomena which

arise. Minister of Education and Culture (2012) explains the future challenges that


underlying the curriculum development is the globalization, environmental issues,

advances in information technology, the convergence of science and technology,

knowledge-based economy, the rise of small industries and cultures, a shift in

global economic power, influence and impact of techno sains, quality, investment,

and the transformation of the education sector, and the results of TIMSS and PISA

regarding education in Indonesia. In science, math, and reading about 95% of

Indonesian students can solve the problem only with the level of ability to know

and apply. The data shows that what is taught in the curriculum in Indonesia is

different from the standardized internationally.

Minister of Education and Culture (2012) mentions that the future

competence that need to be mastered are the ability to communicate, to think

clearly and critically, to consider the moral aspects of a problem, to become

responsible citizens, to try to understand and tolerant of different views and be

able to live in a society that globalized. Other reasons of curriculum development

is a negative phenomenon that surfaced today. Minister of Education and Culture

(2013d) explains this phenomenon include student fights, drugs, plagiarism,

corruption, cheating in exams, and community turbulent. The negative phenomena

arise because the lack of character owned by the learners. The problem requires

the provision of learning in character education in Indonesia. The statement is

supported by the public perception that the reason for curriculum

developmentincludes the learning are too focused on cognitive, student load is too

heavy, and less charged character.


Problems in 2006 Curriculum are also as the reason of 2013 Curriculum

development. The curriculum content is too dense which is indicated by the

number of subjects and a lot of materials through the breadth and the difficulty

level of a child's development. Besides, the curriculum has not been fully assessed

in accordance with the demands of a competency-based functions and national

education goals. Widodo (2012) suggests the curriculum development that offers

results by adding more subjects require students to buy the handbook, assessment

tests and procedures apply to all subjects will add to the burden of students.

Minister of Education and Culture (2012) states that standard process the 2006

Curriculum is not describe the sequence of detailed learning, so it opens

opportunity of diversity interpretation and lead to teacher-centered learning.

Reference book and syllabus on the 2006 Curriculum is set by the teacher or

school. This is contrary to the explanation of pasal 38 that the basic framework

and structure of primary and secondary education curriculum set by the

government (Iskandar 2013).

During the development of 2013 Curriculum, the government made public

test conducted through face-to-face dialogue, dialogue virtual (online), and

writing (Minister of Education and Culture 2012). Face-to-face dialogue was

conducted in several provinces and districts on 29th November until 23th

December, 2012. It was conducted with the head of education, board of education

supervisors, members of Parliament, principals, teachers, supervisors, education

observers, and journalists. Dialog virtual (online) was conducted on some teachers

and the general public with the total of 6,924. The main issues commented,


included: (1) justification, (2) Standards of Graduate Competence, (3) Curriculum

Structure, (4) Preparation of Teachers, (5) Preparation of Books, (6) Scenario

Implementation Time, and (7) Addition lesson. The public test results showed that

more than 50% of respondents agree with the justification, Standards of Graduate

Competence, teacher preparation and book, scenario implementation time, and the

addition of school hours (Minister of Education and Culture 2013d). The public

test results that most of them showed positive results strengthened the reason for

the government to develop the 2013 Curriculum.

3. The Elements of Change of 2013 Curriculum

The elements of change of 2013 Curriculum include changes in Standards

of Graduate Competence, Process, Content, and Assessment (Minister of

Education and Culture 2012). Standards of Graduate Competence (SKL) is

divided into some domains, namely the domain of attitudes, skills, and

knowledge. Attitude domain consists of elements of the process, individual,

social, and natural. Knowledge domain consists of process elements, abstract and

concrete. Knowledge domain consists of process elements, object, and subject.

Minister of Education and Culture (2013d) describes the procedure for the

arrangement of Basic Competence in 2013 Curiculum with evaluate Standar

Competence and Basic Competences of School-based Curriculum, then retain the

old Standar of Competence and Basic Competence that suit with new Standards of

Graduate Competence and revise the old Standard of Competence and Basic

Competence adapted to the new Standards of Graduate Competence, and to

develop new Standard of Competence and Basic Competence.


Iskandar (2013) explains the difference of 2013 Curriculum with the

previous curriculum, include:

a. Standard of Competence is not derived from Content Standard, but from the

needs of the community.

b. Content Standard is not derived from the Standards of Graduate Competence of

subjects, but from the Standards of Graduate Competence.

c. All subjects must contribute to the formation of attitudes, skills, and

knowledge.

d. Competence is not derived from the subjects, but from the competence to be

achieved.

e. All subjects are bound by core competencies (per class).

f. Development of curriculum to the text books and teacher manuals

Minister of Education and Culture (2013a) mentions that there are

elements of change in 2013 Curriculum besides those mentioned above, include:

a. Presence enhancement and balance of soft skills and hard skills competencies

which include aspects of attitudes, skills, and knowledge.

b. Subjects are designed related one to another and have the basic competencies

bound by the core competencies of each class.

c. Changes in the system, there are compulsory subjects and elective subjects at

the senior high school level.

d. There is reduction of time allotment, but the number of hours increased 1 JP /

week due to changes in learning approaches.


e. Using Scientific Learning Process and Contextual Approach.

f. Using Authentic Assessment Process (Autentic Assessment).

g. There are extra curricular in senior high school, such as scout (compulsory),

OSIS, UKS, PMR, etc.

4. The Characteristics of 2013 Curriculum

According to Modul Pelatihan Implementasi Kurikulum 2013 (2014:5),

the competencies of 2013 Curriculum are designed as follows:

a. The content of curriculum is the competency that is stated in the form of Core

Competence (KI) of class and further detailed in Basic Competence (KD) of

subjects.

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

aspects of attitude, knowledge, and skills (cognitive and psychomotor) that

must be learned by the students for a school level, class, and subjects. Core

Competence (KI) is the quality that must be owned by a student for each class

through the learning of Basic Competence (KD) organized in the learning

process of the students actively.

c. Basic Competence (KD) is the competence that must be learned by a student

for a theme for SD/MI and for subject in certain class for SMP/ MTS, SMA/

MA, SMK/ MAK.

d. Core Competence (KI) and Basic Competence (KD) in secondary education are

emphasized in the realm of attitude, while in high education in intellectual

ability (high cognitive ability).


e. Core Competence (KI) becomes organizing elements of Basic Competence

(KD) is all Basic Competence (KD) and learning process is developed to

achieve competence in Core Competence (KI).

f. Basic Competence (KD) is developed based on the accumulative principle,

reinforced and enriched each other among the subjects and education levels

(horizontal and vertical organization).

g. Syllabus is developed as the study planning for a theme (SD/ MI) or a class and

a subject (SMP/ MTS, SMA/ MA, SMK/ MAK). Syllabus contains all Basic

Competence (KD) for a theme or subject in that class.

h. Lesson plan is developed from each Basic Competence (KD) for subject and

that class.

5. Learning Process


learning process of 2013 Curriculum consists of intra-curricular and extra-

curricular.

a. Intra-curricular learning based on the principles as follows:

1) Intra-curricular learning process is the learning process which is related to

subjects in curriculum structure and done in class, school, and society.

2) Learning process in SD/ MI is based on the theme, while in SMP/ MTS, SMA/

MA, and SMK/ MAK is based on the lesson plan which is developed by

teacher.

3) Learning process is based on the active student learning principles to master

Core Competence (KI) and Basic Competence (KD) at satisfactory level.


4) Learning process is developed based on the characteristics of competence

content that knowledge is a mastery content and taught directly (direct

teaching), cognitive and psychomotor skills are developmental contents nature

that can be trained (trainable) and taught directly (direct teaching), while

attitude is a developmental content and developed through indirect education

process (indirect teaching).

5) Competence learning for developmental content held continuous between a

meeting with other meetings and reinforce each other between one subject to

other subjects.

6) Indirect learning process is conducted in every learning activity in class,

school, home, and society. Indirect learning process is not hidden curriculum

because the developed skill in indirect learning process should be listed in

syllabus and lesson plan which made by teacher.

7) Learning process is developed by the principles of active student learning

through observing activity (seeing, reading, listening, scrutinizing), questioning

(written, spoken), analyzing (associating, determining the relation, constructing

the story/ concept), communicating (spoken, written, picture, graphic, table,

chart, etc).

8) Remedial learning is conducted for helping the learners to master the

competence that are still lacking. Remedial learning is created and conducted

based on the weaknesses found by the analysis of test results, examination, and

the student’s assignment. Remedial learning is designed for individual, group

or class in accordance with the students’ answer analysis results.


9) The assessment of learning outcomes cover all aspects of competences, which

are formative and it’s result followed by remedial learning to ensure mastery of

competencies at a satisfactory level.

b. Extra-curricular learning

Extra-curricular learning is a learning conducted for activity designed as the

activity outside of learning which regularly scheduled every weak. Extra-

curricular learning consists of compulsory and optional activities. Scout is the

compulsory extra-curricular learning. Extra-curricular learning should be

assessed; the result will be used as supporting unsure for intra-curricular

learning.

6. The Principles of Developing 2013 Curriculum


developing 2013 Curriculum is based on the principles as follows:

a. Curriculum is not only a list of subjects because subjects are only the source of

the learning material to achieve the competence.

b. Curriculum is based on Standards of Graduate Competence (SKL) which is

stipulated for one unit of eduvation, education level, and educational program.

In accordance with the government policy on compulsory education to 12

years, Standards Graduate Competence which become the basis for curriculum

development is the ability be owned by learners after following the process of

education for 12 years.

c. Curriculum is based on the School- based Curriculum model. School- based

Curriculum model is marked with the development competences in the form of


attitude, knowledge, cognitive, and psychomotor skills which are packaged in a

variety of subjects

d. Curriculum is based on the principles that every attitude, skill, and knowledge

which formulated on curriculum in the form of Basic Competence (KD) can be

learned and mastered every learning (mastery learning) appropriate with the

rules of School- based Curriculum.

e. Curriculum is developed by giving the chance for the learners to develop the

difference in ability and talent.

f. Curriculum is centered in potential, development, need, interest of learners, and

their environment. Curriculum is developed based on the principle that learners

are on the central position and learn actively.

g. Curriculum must be responsive to the development of science, culture,

technology, and art.

h. Curriculum must be relevant to the need of life.

i. Curriculum should be directed to the process of development, acculturation,

and the empowerment of learners that last a lifetime

j. Curriculum is based on the national and regional interests.

k. Learning outcomes assessment is aimed to find out and fix the achievement of

competence. The instrument of learning outcomes assessment is a tool to

determine the lack of each learner or group of learners. These lackes must be

immediately followed by the process of fix the lack in aspects of learning

outcomes owned by the learner or group of learners.


B. Approach in 2013 Curriculum

1. Scientific Approach in 2013 Curriculum

2013 Curriculum mandates the essence of scientific approach in the

learning. Scientific approach is believed as the golden bridge the development of

attitude, skill and knowledge of the learners. In applying scientific way, inductive

approach is used more rather than deductive approach. Based on Stevens (1983: 1-

2) inductive approach is defined as a teaching approach which moves from

specific to general things. The inductive approach is seeing phenomenon, or

specific situation and then making conclusion entirely. This approach help

students to think critically, actively, and theoretically.

Scientific approach in learning, which is often connected to logical way to

learn, is characterized by some features (Bloom & Trumbull, 2008: 3):

a. Testable

What is meant by testable is that in the form of models or theories, is advanced

by proposing new hypotheses that express possible relationships between

events, processes, or properties within these models or theories, and by using

various domain-specific methods for gathering data aimed at evaluating these

hypotheses.

b. Revisable

Revisable is one of the characteristics of scientific approach means that the

knowledge can change in response to new evidence or because a phenomenon

is conceptualized in an entirely different way.


c. Explanatory

Explanatory characteristic of scientific approach means that it has the same

goal of scientific itself, that is to provide causal accounts of events and

processes, as opposed to accumulating descriptive detail about phenomena or

merely seeking patterns.

d. Conjectural

Causal accounts often involve theoretical or unobservable processes that can

only be inferred from empirical observation (data) and that scientific argument

aims to persuade others that explanations based on these inferences account

most adequately for the observations.

e. Generative

In scientific approach there is always generative process which means

scientific knowledge, in the forms of models and theories, are the prime

catalysts for new predictions, insights about phenomena, and hypotheses for

testing; they are not simply “end-products” of inquiry.

According to Permendikbud no 81 A tahun 2013 lampiran IV, learning

process of scientific approach consist of five basic learning experiences, they are:

(a) observing; (b) questioning; (c) experimenting; (d) associating; and (e)

communicating. The steps are further explained as follows:

a. Observing

Observing method accentuates meaningful learning. Observing method is very

useful for the fulfillment of learners’ curiosity, so the learning process has high

meaningfulness. With observing method, the students found fact that there is a


relationship between the object being analyzed with learning materials used by

the teacher. Observing activities are as follows:

1) Determine what objects will be observed

2) Make observation guidance in accordance with the scope of the object being

observed

3) Determine what data to be observed clearly, both primary and secondary

4) Determine where object place that will be observed

5) Determine how the observation will be conducted clearly to collect the data to

run easily and smoothly.

6) Determine the way and do the record of the observation result, such as using a

note book, a camera, a tape recorder, a video recorder, and the other

stationaries.

b. Questioning

Questioning activity is conducted by asking the questions about information

that is not understood from something being observed or questions to obtain

the additional information about something being observed (from the factual

questions to the hypothetical questions). To provoke the learners to express it,

the teacher must give them the opportunity to ask the questions. Questioning

activity by the teacher in the learning process is also important, so it must to be

conducted.

1) The Functions of Questioning

a) Arousing curiosity, interest and attention of the students on a theme or topic of

learning.


b) Encouraging and inspiring the learners to study actively, and develop the

questions from and to themselves.

c) Diagnosing the students’ difficulties and deliver the plans to solve it.

d) Structuring the tasks and giving the opportunity to the learners to show the

attitude, skill, and their understanding on the learning substance that given.

e) Arousing the students’ skill in speaking, asking the questions, and giving the

answers logically, systematically, and use language well and correctly.

f) Encouraging the students’ participation in discussing, argumentating,

developing thinking ability, and drawing the conclusion.

g) Building the openness attitude to give and receive opinion or idea, enrich

vocabulary, and develop social tolerance to live in a group.

h) Accustoming the students to think spontaneously and quickly, and be ready in

responding the problems that appear suddenly.

i) Practice politeness in speech and arousing the ability to empathize each other.

2) The Criteria of Good Question

The criteria of good questions are:

a) concise and clear

b) inspiring the answers

c) having focus

d) probing or diverging

e) validatif or strengthening

f) giving the learners the opportunity to re-think

g) stimulating increased demands cognitive abilities


h) stimulating interaction process

c. Experimenting

Learning activities of experimenting are as follows:

1) Conducting the experiment

2) Reading the othersources besidetextbooks

3) Observing objects/events/activities

4) Interviewing the informant

In order to make the experimenting runs smoothly, (1) Teacher has to

formulate the goal of the experiments that will be carried out by the students, (2)

Teacher and the students prepare all the equipments used, (3)Teacher needs to

count the place and time, (4) Teacher prepares worksheet for directing the

students’ activities, (5) Teacher talks about the issues that will be used as the

experimental, (6) Teacher shares the worksheet to the students, (7) The students

do the experiment by the teacher’s guidance, (8) Teacher collects the students’

worksheet and evaluates it, if necessary, it will be discussed clasically.

d. Associating

The application of the associating activities are as follows:

1) Teacher arranges the learning materials in the form that has been prepared

appropriate with the demand of the curriculum.

2) Teacher does not apply much the lecture method. The main task of the teacher

is to give brief but clear instructions completed with examples, either by

herself/ himself or by means of simulation.


3) Learning materials are arranged in a tiered or hierarchical, starting from the

simple (low requirements) to the complex (high requirements).

4) Learning activities are oriented on the results which can be measure and

observed.

5) Every mistake must be corrected or repaired.

6) Repetion and practice need to be done, so that the desired behavior can be a

habit or customary.

7) Evaluation or assessment is based on the real behavior or authentic.

8) Teacher writes all the learners progress to the possibility of providing learning

and improvement actions.

e. Communicating

In communicating activities, collaborative learning can be conducted. In

collaborative learning, authority and functions of the teacher are more directive

or manager. Instead, learners should be more active. Learners interact with

empathy, respect each other, and receive the lackor excess. By this way will

grow a sense of security so it makes enable to the students to face various

changes and demands of learning together.

Based on Minister of Education and Culture (2012), the criteria of

scientific approach are:

a. The material taught is based on facts, phenomenon that can be described

logically and not based on speculation, fancy entity.


b. The characteristics of the teacher’s instruction, students’ response, and

educational interaction between teacher and student are not bias or based on

subjective and deviate thoughts.

c. Encouraging and inspiring students to think critically, analytically,

appropriately to identify, comprehend, solve problem and apply learning

material.

d. Encouraging and inspiring students to be able to think hypothetically in seeing

the difference, similarity, and the correlation among the lesson.

e. Encouraging and inspiring students to be able to comprehend, apply, and

develop rational and objective thoughts in giving response to the material of

the lesson.

f. It is based on the concept, theory, and empirical facts which are accountable.

g. The purpose of the instruction is straightforwardly and clearly formulated and

fascinatingly displayed.

Furthermore, scientific approach covers 3 domains (the Ministry of

Education and Culture of Indonesia, 2014):

a. Affective domain: in this domain, students learn to know the reason of how

particular thing happens.

b. Psychomotor domain: this domain helps student to learn how particular thing

happens.

c. Cognitive domain: in this domain, students are supposed to know the meaning

of particular thing.


The emphasis of the learning in 2013 Curriculum is not only on cognitive

and affective factor, but also on the manner of the learners itself. The government

in this case attempt to develop not only students’ cognitive and affective

competence, but also the good behaviour in each learner. Indeed, in the previous

curriculum, the school level curriculum, the manner is also the target competence,

but it is not explicitly stated in the curriculum.

The result of those three domains is the improvement and the balance in

the student’s ability to be a human who has good characteristics and knowledge to

live properly in the affective, cognitive, and psychomotor domain. Students are

hoped to be productive, creative, innovative, and affective through the

reinforcement in the affective, psychomotor, and cognitive aspect.

2. Types of Learning Models

There are several models in English learning. Learning model that will be

applied in learning is matched with the curriculum prevailed by the government.

According to Modul Pelatihan Implementasi Kurikulum 2013 (2014:37), types of

learning models are:

a. Project- Based Learning

Based on the Ministry of Education and Culture of Indonesia (2014),

Project- based learning is learning model which uses project or activity as the core

learning. The students are supposed to do exploration, assessment, interpretation,

synthesis, and information to obtain many kind of learning result. This learning

model is in line with the constructivist learning theory where learner makes sense

of what they experience based on their current and previous knowledge.


Project- Based Learning (PjBL) is a learning model that uses problems as

the first step in collecting and integrating new knowledge based on their

experiences in real activity. Through Project- based Learning, inquiry proses is

started by appearing a guiding question and guiding learners in a collaborative

project that integrates various subjects / material in the curriculum. It is an in-

depth investigation of a real-world topic, it will be valuable for the learners’

attention and effort.

In implementing this model of curriculum, the teacher play a role as a

facilitator, trainer, advisor, mediator to get optimal result which is in accordance

to students’ imagination, creation, and innovation skill. Generally, the process and

the direction are driven by the learners. The new curriculum oblige the students

activate their scientific thinking in any inquiry project. The teacher or in this

curriculum can be said as the inquiry mentor as Miller (2014: 323) says that it

may be tempted to “take control,” but it is more important to help the students to

reflect on their learning and be able mentor them to analyze and synthesize their

findings.

1) The Steps of Project- based Learning are as follows:

a) Start with the Essential Question

Learning is started by the essential question, that is the questions that can give

students the assignments in conducting an activity. Taking topics that

correspond to reality and the real world begins with an in-depth investigation

and the topics raised are relevant to the learners


b) Design a Plan for the Project

Planning is done colaboratively between the teacher and the learners.The

learners are hoped feel “having” those projects. Planning contains rules in the

completion of project.

c) Create a Schedule

The teacher and the learners arrange the schedule for completion of the project.

The activities in this step are: (1) create timeline of project completion, (2)

create deadline of project completion, (3) guide the learners to plan the new

ways, (4) guide the learners when they made a way which is not related to

project, and (5) ask the students to make an explanation/ reason about the

selection of a way.

d) Monitor the Students and the Progress of the Project

Teacher is responsible for monitoring the activities of learners

duringcompleting the project, using a rubric that can record all important

activities.

e) Assess the Outcome

Assessment is done to measure the achievement of competence, evaluate the

progress of each students, give feedback on the understanding that has been

achieved by the learners,and help the teacher in creating the next learning

strategies.

f) Evaluate the Experience

In the end of the learning process, teacher and the leaners reflect on the

activities and project result that have been done. In this step, the learners are


asked to express their experience in completion the project. Teacher and the

learners develop discussion to repair the performance during the learning

process, so that eventually, it will be found a new inquiry to answer problems

raised in the first stage of learning.

2) The Obstacles in Implementing Project- Based Learning

Though implementing this learning model will gain students’ innovation

skill, there are several obstacles in implementing Project Based Learning Model

(The Ministry of Education and Culture of Indonesia, 2014). They are:

a) Project based learning model takes quite long time to solve problem, especially

complex problem.

b) The students’ parents will spend more expense for their children to cover the

educational activity fare.

c) Many teacher will feel more comfortable with the traditional class in which

they play main role as the only leader in class. The implementation of the

learning model is such a hard transition time for them, especially they who are

amateur in technology.

d) The learning needs a large number of tools that cause in the increasing of

electricity need.

b. Problem- Based Learning

Problem Based Learning (PBL) is a learning model designed to make the

students get the important knowledge, proficient in problem solving, having own

model of learning and having skills to participate in team. Learning process uses


scientific approach to solve the problems or face challenges needed in everyday

life.

Problem Based Learning is a learning model which presents contextual

problem, so it attracts the students to study. The students work in group to solve

the problems in the real world. It is a learning model which challenge the students

to “learn how to learn”, work in group to solve the problem from the real world.

The problem given is to bind the students on the curiosity of the material.

Problems are given to the students before they study the concept or material which

related to the problems that have to solve.

Regarding the scientific approach implemented in the 2013 Curriculum,

the problem –based learning is a learning method that influenced them to develop

their creative thinking, problem solving, academic achievement, attitude, and

scientific process. In general, PBL is started by proposing a problem to students.

This problem refers to an academically or professionally relevant issue of which

students are supposed to learn more (Yew & Schmidt, 2009: 251).

1) The Learning Principles of Problem Based Learning

a) Basic Concept

In this learning step, facilitator can give the basic concept, direction, reference

or link and skill needed on that learning. It is intended to make the students

more quickly get the accurate "map" about the direction and purpose of

learning. Given concept does not need details, preferably in outline, so that the

students can develop it independently and depth.


b) Defining the Problem

In this step, facilitator presents scenario or problem. The students do some

activities in a group, such as: 1) brainstorming, all members of the group

express their opinions, ideas, and responses toward the scenario independently,

thus appear a wide range of alternative opinions. 2) doing selection to choose

the opinion that more focus. 3) determining the problem and doing the tasks

division in a group to find the completion reference of the obtained issue

problems.

c) Self Learning

After understanding their tasks, each students explore some different sources

that can clarify the issues being investigated, such as the article written in the

library, web pages or even an expert in the relevant field. The main purpose of

investigation step, are: 1) the students find information and develop

understanding that relevant to the issues discussed in class , and 2) information

collected to be presented in the class are relevant and understandable.

d) Exchange Knowledge

In this step, students having group discussion, the teacher can help them to

clarify their achievements and formulate solutions from group problems. Next

step is result presentation in class to accommodate input from the plenary,

determine the final conclusion, and final documentation.

e) Assessment

Assessment is done by combining the three aspects, they are knowledge, skill,

and attitide. Assessment of knowledge aspect covers all aspects of skills that


can be measured by assessment of mastery learning aids, either software,

hardware, and the ability of designing and testing. Whereas assessment of

attitude focuseso n mastery of soft skills, they are the activeness and

participation in the discussion, the ability to work in teams, and in the presence

of learning. Weight assessment for these three aspects are determined by the

concerned subject teachers.

2) Steps of Problem – Based Learning

The purpose of implementing PBL in the classroom is to stimulate the

students to learn through various problem exist in their daily life. To achieve the

purpose of PBL is by following the steps in PBL (In House Training Material,

n.d.), the steps in doing PBL are:

a) Orienting students into the problems

The learning process is started by explaining the learning objectives and the

activities that will be done. There are four points that should be done in this

process, they are:

i) The main purpose of teaching is not to learn a large amount of new

information, but rather to learn how to investigate the important issues and how

to be an independent student.

ii) The issues and questions being investigated have no absolute answer “right”.

iii) During the investigation step, the students are encouraged for asking questions

and finding informations.

iv) During analysing and explaining step, the students are encouraged to propose

their ideas openly and full of freedom.


b) Organizing students to study

Beside developing skill in problem solving, PBL also encourages students to

study collaboration. Problem solving requires cooperation and sharing among

the members. Therefore, teacher can start the learning process by composing

the students’ groups, each group will choose and solve the different problem.

c) Helping the independent and group investigation

Investigation is the core of PBL. In this step, the teacher has to encourage the

students to collect the data and conduct experiment (mental and actual) until

they really understand dimension of problem situation. The aim is to make the

students gathering enough information to create and build their own ideas.

d) Developing and presenting the artefacts (students’ works) and exhibiting

Investigation step is followed by creating the artefacts (students’ works).

Certainly, the sophistication of artefacts are highly influenced by students’

level thinking. The next step is exhibiting the students’ works and the teacher

has a role as exhibition’s organizer. It is better if it involves other students,

teachers, parents who can be “assessor” and give feedback.

e) Analysing and evaluating the problem solving process

During this step, the teacher asks the students to reconstruct their thinking and

the activities have done in learning process.

3) The Obstacles of Problem Based Learning

According to Tally (2015: 13), there are some obstacles in implementing

Problem based learning, they are:


a) Confusion with wording

One of the major defining problems of moving towards PBL in the classroom

is the unclear definition of what PBL is and what it entails. Teachers strive to

incorporayr this new educational paradigm into their classrooms, they are

forced to navigate a variety of information that is unclear and fails to provide

details significant to the implementation of PBL in the classroom.

b) Need for clarity

Clarity in PBL is significantly lacking when it comes to defining problem and

project based learning. In order for this shift in thinking to be successful,

clarity is crucial. The similarities between problem and project based learning

noting that both are “based on self direction and collaboration” and both have a

“multidisciplinary orientation”. These two similarities are very broad and leave

many questions unanswered.

c) Lack of student preparation

Most of the research on PBL focuses on the desired outcomes of implementing

a PBL program. Many discuss the skills that can be developed when PBL is

successful, but few mentions the skill that sthe students must already have in

order to succed. The majority of students have been raised in a traditional

classroom and have been recipients of knowledge, not generators. They have

not been sufficiently prepared to become the directors of their own learning.

c. Discovery Learning

Discovery Learning is defined as a process of learning in which the final

result of learning are not presented to the students. Instead, the students are hoped


to organize the learning themselves. As stated in the 2013 Curriculum

Implementation Training Material (Materi Pelatihan Implementasi Kurikulum,

2013), in Discovery Learning students are required to do any activities related to

collecting information, comparing, categorizing, analysing, integrating,

reorganizing material and making conclusion. in implementing Discovery

Learning, the teacher’s role is as the guide in giving chance for students to learn

actively to achieve the goal.

Discovery has the same principle with inquiry and problem solving. There

are no principal differences between these three terms. Discovery learning more

emphasis on the discovery of concepts or principles that previously unknown,

problems faced by the students are the problem that engineered by the teacher.

Whereas, on inquary, the problems are not engineered by the teacher, so that the

students have to exert the whole mind and skill to get the findings in the problem

through the research process. While problem solving more emphasis on the ability

to solve the problem. In here, the material will be delivered not in final form, but

students are encouraged to identify what they want to know, continues to find own

information and then organize or establish what they know and what they

understand in its final form.

The use of discovery learning is to change the passive situation study

become active and creative, teacher oriented become student oriented, expocitory

to discovery modus to find the problems by themselves.

1) Steps of Discovery Learning Model

Steps in implementing discovery learning model in class are as follows:


a) Planning

Planning in this model include the following things:

Determining the purpose of the learning

Identifying students’ characteristics (prior knowledge, interests, learning styles,

etc)

Choosing learning material

Determining the topic that must be learned by the students inductively

Developing learning materials in the form of examples, illustrations,

assignments, etc to be learned by the students

Setting the learning topics from simpler to more complex, concret to abstract,

or enaktif stage, iconic to symbolic

Doing process assessment dan students’ learning outcome

b) Implementation

According to Syah (2004), in implementing Discovery Learning in class,

there are some procedures that must be done in teaching and learning process

commonly. They are:

Stimulation

In this step, first of all,students are faced with something that causes confusion

and the desire to investigate themselves. Teachers can start the learning

activities by asking questions, giving suggestion to read the book, and other

learning activities leading to the preparation of problem solving. Stimulation in

this stage serves to provide the conditions of learning interactions that can

develop and assist students in exploring material. Thus, a teacher must master


the techniques of giving stimulation to the students to enable students to

explore the goals can be achieved.

Problem statement

After giving stimulation, teacher gives a chance to students to identify as many

issues that relevant to the teaching material, then one of them is selected and

formulated in the form of hypotheses.

Data Collection

When students doing the experiment or exploration, teacher gives a chance to

students to collect as many information that relevant to prove the hypothesis is

right or wrong. Data can be obtained through read the literature, observe the

object, interview with the sources and do the own test.

Data processing

According to Syah (2004: 244), data processing is an activity to process the

data and information that is obtained by the students through interview,

observation, etc, then it is interpreted.

Verification

In this step, students conduct careful examination to prove whether or not a

hypothesis that has been established, linked to the results of data processing.

Based on the results of the processing and interpretation, or the exist

information, statement or hypothesis that has been formulated earlier then were

checked, whether answered or not, whether proven or not


Generalization

Generalization or draw conclusion step is the process of drawing a conclusion

which can be used as a general principle and applies to all events or the same

problem, with giving the attention to the results of the verification. Based on

the results of verification then formulated the principles underlying the

generalization.

c) Assessment System

In discovery learning model, assessment can be conducted by using test and

non-test. Assessment can be knowledge, skill, attitude, or the result of the

students’ works. If the assessment in the form of knowledge assessment, then

the discovery learning model can use a written test. If the assessment in the

form of process, attitude, or the result of the students’ works, then assessment

can use the examples of attitude assessment format like the description and

learning outcomes at the next material.

2) The Obstacles in Implementing Discovery Learning

a) Appearing the assumption that there is readiness mind to learn. For less clever

students, they will have abstract difficulty or thinking or expressing the

relationship between the concepts, written or orally, so that will lead

frustration.

b) Not efficient to teach many students, because it needs long time to help them

finding the theory and the other problem solving.

c) Hopes that contained in this learning model can be dispersed if it is faced with

students and teacher who accustom to use the ancient learning models.


d) Discovery learning is more appropriate to develop comprehension, meanwhile,

developing concept, skill, and emotion aspects in overall are getting less

attention.

e) In several subjects, for example, science, it is less facilities to measure the

ideas proposed by the students.

f) It does not provide the chances to think about something that will be

discovered by the students because the teacher has choosen it before.

C. Writing

1. Definition of Writing

Writing is one of important skills that language learners need to learn as an

essential component not only for their academic practice but also later in their

professional life. Writing can be defined in various ways. There are some

definitions of writing proposed by experts. According to Byrne (1997: 1) writing

is producing a sequence of sentences arranged in a particular order and linked

together in certain ways. A sequence of sentences whether it is short or long after

being put in order and linked together, they will form a coherent whole. This

coherent whole is called a text. A text may consist of one paragraph or more.

Langan (2000: 5) points out that a paragraph is a short paper of around 150 to 200

words. It usually consists of an opening point called a topic sentence followed by

a series of sentences which support that point.

In addition, Harris (1993:10) states that writing is a process that occurs

over a period of time, particularly if we take into account, there sometimes


extended periods of thinking that precede creating an initial draft. Furthermore, he

also states (1993: 122) that writing is a complex activity. It is of fundamental

importance to learning, to personal development, and to achievement in the

education system. Teachers need to strive continually to find the best way to help

pupils find fulfillment as writers.

Bell and Burnaby (in Nunan, 1998: 6) says that writing is an extremely

complex cognitive activity in which the writer is required to demonstrate control

of a number of variables simultaneously. At the sentence level these include

control of content, format, sentence structure, vocabulary, punctuation, spelling,

and letter formation. Beyond the sentence, the writer must be able to structure and

integrate information into cohesive and coherent paragraphs and texts. In writing,

there are numbers of aspects that must be considered to make the information

inside the paragraphs and text cohesive and coherent.

From the explanation above, it can be conclude that writing is a process

that occurs over a period of time to produce a sequence of sentences arranged in a

particular order and linked together in certain ways that is cohesive and coherent

to discover and organize ideas that requires communicative or interactive process

between writer and reader, so it requires the control of content, sentence structure

(grammar), vocabulary, organization, and mechanics (punctuation, spelling, and

letter formation).


2. The Purpose of Writing

The purpose of writing considers the purpose of the text – that is, its

communicative function. Texts can be grouped, for example, according to whether

they are intended to entertain, inform, instruct, persuade, explain, argue a case,

present arguments, and so on (Harris, 1993: 10).

McMahan, et al. (1996: 8) mentions the purposes of writing as follows:

a. To express the writer’s feeling

The writer wants to express his feeling and thought through the written form,

as in a diary or a love letter. It is what is so called as expressive writing.

b. To entertain the readers

The writer intends to entertain the reader through written form, and he usually

uses authentic materials. It is called as literary writing.

c. To inform the readers

It is used to give information or explain something to the readers. It is a kind of

informative writing.

d. To persuade the readers

The writer wants to persuade or convince the readers about his opinion or

concept or idea. It is called as persuasive writing.

3. The Process of Writing

Writing is a complex process that consists of several stages. According to

Harris (1993: 45-60), the writing process is divided into three stages: assembling

strategies, creating and developing text, and editing.


a. Assembling strategies

Any piece of writing requires some thought before committing onto paper. The

writer need time to sort out or develop ideas. It is worth stressing the

importance of this first stage because it is usually neglected. Teachers need

strategies that will help pupils, but in accelerated fashion.

b. Creating and developing text

The next stage of the writing process is to translate plans and ideas into a

provisional text. Drafting allows a writer to start with whatever part of the

projected whole comes most easily. It allows writers the flexibility to explore,

to make discoveries and to change their ideas. The actual creating of a text is a

process that demands a great deal of concentration and application.

c. Editing

Editing involves the careful checking of the text to ensure that there are so

errors that will impede communication – errors of spelling, punctuation, word

choice and word order. With young and inexperienced writers, encouragement

to acquire this habit can be given by arranging for pairs of pupils to work

together on a text written by one of them.

4. Criteria of Good Writing

Enre (1988:9-11) also states the criteria for good writing as follow:

a. Meaningful

Good writing must be able to convey something in which it is meaningful to

someone and can give the evidences about what it’s said.


b. Clear

It can be said as a clear writing if the intended reader can read in constant

speed and catch the meaning. Clear writing should not have been simple, but

mustn’t be more difficult than the situation as it ought to be.

c. Coherent

Other characteristic of good writing is coherent, it means that the information

is clearly connected and arranged. It has been organized systematically so the

reader can follow the composition easily.

d. Economic

If the main purpose of the writer is giving information, s/he should avoid

pleonasm. In a good writing, the words used are appropriate, and the sentences

are clear, concise, emphatic, and correct. So, it does not waste the reader's time

by veering away from focus without reason.

e. Cohesive

It means that the writing does not contain tons of grammar or spelling errors. It

uses appropriate grammatical patterns, substitution, elliptical construction,

preposition, conjunctions to relate among the clauses within paragraphs.

5. The Problems of Writing

For most people, writing is considered as a difficult activity, both in the

mother tongue and in a foreign language. There are three heading problems which

are caused by writing according to Byrne (1997:4-5):


a. Psychological Problems

Writing is essentially a solitary activity and the fact that people are required to

write on their own draft, without the possibility of interaction or the benefit of

feedback, in itself makes the act of writing difficult. Writers have no immediate

feedback to let them know how they are doing and whether they should change

their approach. There is no immediate interaction between the producer and the

receiver.

b. Linguistics Problems

Different from oral communication, the language used in written language is

either simplified (list, telegram, note, etc.) or more elaborate, more formal. In a

foreign language this process is all the more difficult as there may be

interference on a cultural level, not just the linguistics, between mother tongue

and foreign language.

c. Cognitive Problems

Writing is learned through process of instruction. The written form of the

language and certain structures, which are less used in speech, should be

mastered and learned. The way to organize the ideas is also important for

effective communication which has to be learned in writing.

6. Teaching Writing of English

Harmer (1998: 73) says that there are four reasons for teaching writing to

students of English as a foreign language:


a. Reinforcement

Some students acquire languages in a purely oral way, but most of them benefit

greatly from seeing the language written down. Students often find it useful to

write sentences using new language shortly after they have studied it.

b. Language development

The actual process of language helps learners to learn as they go along. The

mental activity they have to go through in order to construct proper written

texts is all part of the ongoing learning experience.

c. Learning style

Writing is appropriate for learners who take little longer time at picking up

language just by looking and listening. It can also be quite reflective activity

instead of the rush and bother of interpersonal face to-face communication.

d. Writing as skill

Teaching writing is a basic language skill just as important as speaking,

listening and reading. Students need to know how to write letters, how to reply

advertisement, etc. they also need to know some of writing’s special

conventions such as punctuation, paragraph construction, etc.

7. Macro and Micro Skill of Writing

Brown (2004: 221) proposed some micro and macro skills of writing as

follow:

a. Micro skills

1) Produce grapheme and orthographic patterns of English.

2) Produce writing at an efficient rate of speed to suit the purpose.


3) Produce an acceptable core of words and use appropriate word order patterns.

4) Use acceptable grammatical system (e.g. tense, agreement, pluralization),

patterns, and rules.

5) Express a particular meaning in different grammatical forms.

6) Use cohesive devices in written discourse.

b. Macro skills

1) Use the rhetorical forms and conventions of written discourse.

2) Appropriately accomplish the communicative functions of written texts

according to form and purpose.

3) Convey links and connections between events and communicate such as main

idea, supporting idea, new information, given information, generalization, and

exemplification.

4) Distinguish between literal and implied meanings when writing.

5) Correctly convey culturally specific references in the context of the written

text.

6) Develop and use a battery of writing strategies, such as accurately assessing the

audience’s interpretation, using prewriting devices, writing with fluency in the

first drafts, using paraphrases and synonyms, soliciting peer and instructor

feedback, and using feedback for revising and editing.

8. Components of Writing

A writer should master the components of writing. Dealing with the

components of writing, Hughes (1996:91) mentions five components of writing,

they are: (a) grammar, (b) vocabulary, (c) mechanics, (d) fluency, and (e) form.


Furthermore, Brown (2004: 244) also has scale for rating composition (writing),

they are: (a) organization (b) content, (c) diction, (d) grammar, and (e) mechanics.

According to Nunan (1998: 373), successful writing involves mastering

the mechanics of letter formation and obeying conventions of spelling and

punctuation; using the grammatical system to convey one’s intended meaning;

organizing content at the level of the paragraph and the complete text to reflect

given/ new information and topic/ comment structures; polishing and revising

one’s initial efforts; selecting an appropriate style for one’s audience.

Meanwhile, Harris (1969: 68) states that writing has several components

as follows: (a) content; the substance of the writing; the ideas expressed, (b) form;

the organization of the content, (c) grammar; the employment of grammatical

forms and syntactic patterns, (d) style; the choice of the structures and lexical

items to give a particular ton of flavor of writing, and (e) mechanics; the use of the

graphic conventions of the language.

Based on some definitions above, it can be concluded that writing is a

process of communicating to share ideas or feelings in words or sentences of

language system, which involves five dimensions, namely: content, organization,

vocabulary, grammar, and mechanics.

9. Roles of the Teacher to Respond to Students’ Writing

The teacher has important roles in teaching writing, not only to give

knowledge of writing skill to students, but also to give responses to students’

writing. The responses are intended to create feedback among the teacher and the

students, It also influenced by the different approaches of writing used by the


teacher. Whereas, the approaches can also influence different reasons that students

have for writing.

According to Trible (1997: 118), there are two purposes of writing

activities that students have. They are “learning to write” and “writing to learn”.

In the activity of learning to write, it has a complex activity that focuses on genre

approach and process approach. In other words, it involves the knowledge of

content, context, language system, and writing process (Trible, 1997: 67-68). In

the activity of writing to learn, the aim is to practice the target language in a

controlled way. It focuses on evaluating, correcting, marking, and judging the

right or wrong language used by the students.

To respond the texts that the students have written based on the different

approaches of writing and reasons of writing by the students, the teacher needs to

know some basic roles of responding to students’ writing. Trible (1997: 118-119)

states four basic responses to students’ writing. They are as follows:

a. As Audience

The teacher has some responsibilities and concerns as any readers in general.

The teacher responds to students’ writing whether it is interesting or easy to

understand. The teacher also needs to respond to students’ ideas, feelings, or

perceptions that they have tried to communicate through their writing.

b. As Assistant

The teacher works with the students to make sure that the text is as effective as

possible in relation to its purpose. Thus, the teacher gives guidance to students

in their writing. It can be through a good way based on the purpose of the text


that the students want to write. The teacher sees the progress of the students’

writing and helps them to extend their knowledge writing and to improve their

writing skill.

c. As Evaluator

The teacher evaluates through commenting students’ performance in writing. It

can help students to write more effective in the future. Evaluation is done when

the students have finished their writing.

d. As Examiner

As an examiner of the students in writing, the teacher has to provide objective

assessments toward students’ ability of writing. They can be from writing in

formal examination or from portfolio of students’ works which have been

accumulated over a period of time. The grade of the assessments has to be

based on explicit criteria and be replicable by another examiner.

D. Writing in 2013 Curriculum

1. Scientific Approach in English Learning

2013 Curriculum emphasizes the implementation of scientific approach in

teaching and learning process. Scientific Approach includes inquiry learning

which has constructivism characteristic. The targets of scientific approach cover

the development in affective, cognitive, and psychomotor area which are

elaborated in each school. Those three areas have different psychological process.

Affective is gained through accepting, undergoing, appreciating, comprehending,

and practicing. Cognitive is obtained through the activity of memorizing,


comprehending, implementing, analysing, evaluating, and creating. While

psychomotor is attained through the activity of observing, questioning, making

logical reasoning, demonstrating, and creating (The Regulation of Education and

Culture Minister number 65/2013). In short, the scientific approach steps

comprise observing, questioning, experimenting, associating, and communicating.

Referring to Direktorat Pembinaan SMP (2013) and Priyana (2014) as

cited in Priyana (2014: 291), the learning activities and objectives of every step

are as follows.

a. Observing (texts)

In the language learning process, observing means reading and/or listening the

texts. The students read and/or listen the texts in order to list items they need to

know in order to comprehend and/or produce texts or communicate ideas. At

the end of this step the students have a list of items they want to know that

generally include the social function of the text, text structure, grammar, and

vocabulary.

b. Questioning (asking questions)

Having identified items they need to know in order to be able to comprehend

and/or create texts, the students ask or formulate questions based on the

identified items. The questions at least cover all the achievement indicators

stated in the lesson plan. In this step of learning, students are encouraged to

propose temporary answers based on their knowledge and/or limited

information they have. Thus, the output of this step is a list of questions and

preferably also a list of temporary answers.


c. Experimenting (collecting data/information)

The next step is collecting data/information to answer their formulated

questions. Students collect data/information relevant to the questions using one

or more techniques such as observation (e.g. watching videos), interviewing

resource persons, and reading books. By the end of this step the students will

have enough data/information to answer their questions.

d. Associating (analyzing data/information)

In this step students analyze data/information to answer their questions and

draw conclusions. With or without teacher’s support students sort out, classify,

and identify patterns to answer their questions. At this step the students

produce answers to their questions.

e. Communicating (answers/conclusions)

After answering questions (drawing conclusions) based on the (analysis of)

data they gather, students communicate their answers or conclusions to the

class in writing and/or orally. Their answers (conclusions) represent the

knowledge they ‘construct’ or learn. At the end of this step the students are

expected to have learned the necessary knowledge (especially about the social

function of the text, structure of the text, grammar, and vocabulary) in order to

comprehend and create texts.

f. Creating (texts)

Learning language does not end when the students already learn the features of

the targeted language. Their knowledge about the text should be used to

comprehend and create texts. Learners must be given a lot of opportunity to


communicate thoughts using the newly-learned knowledge. The messages they

obtain from texts and the texts they create can be further communicated to

others orally and/or in writing.

2. Syllabus of 2013 Curriculum

According to Permendikbud Nomor 57 Tahun 2014 Pasal 8,

“Silabus merupakan rencana pembelajaran pada suatu mata pelajaran atau tema

pembelajaran tertentu yang mencakup Kompetensi Inti, Kompetensi Dasar, materi

pembelajaran, kegiatan pembelajaran, penilaian, alokasi waktu, dan sumber

belajar.” [“Syllabus is a plan of lesson on a subject or specific learning theme that

include core competencies, basic competencies, learning materials, learning

activities, assessment, time allocation, and learning resources.”]

From the explanation above, we can conclude that the syllabus covers: (1)

level of education, (2) class and semester, (3) core competence, (4) basic

competence, (5) main materials, (6) learning procedure which elaborates the steps

of scientific approach, (7) evaluation plan, (8) time allocation, and (9) learning

sources.

There are four core competence aspects, they are core competence in

spiritual attitude, social attitude, knowledge and skill. Then, those Core

Competencies are develop to the Basic Competences. The ability in writing is

listed in the third and four of the Core Competencies. For more details regarding

the syllabus, core competencies and based competencies of writing, can be found

in the appendix.

3. Lesson Plan of 2013 Curriculum

There are some differences between lesson plan in School- based

Curriculum and 2013 Curriculum. It can be defined that lesson plan in School-

based Curriculum is designed for semester one and semester two for a year, while


in 2013 Curriculum, the lesson plan is designed for a year. Furthermore, in

School- based Curriculum, the skill is described clearly, whether it is reading,

writing, listening, or speaking. While, in 2013 Curriculum, the skill is not

described clearly. People understand the skill based on the sequence of the

teaching and learning activity.

The components on the lesson plan reffering to Permendikbud Nomor 81A

Lampiran IV about the general guidelines of learning and Permendikbud Nomor

65 Tahun 2013 about Process Standard, the components of lesson plan contains:

1) school identity, subject, and class/semester, 2) main material; 3) time

allocation; 4) learning goal, basic competences and indicators of competence

achievement; 5) learning material; 6) learning method; 7) media, tools and

learning sources; 8) steps of learning activity; and 9) assessment.

4. Materials of 2013 Curriculum

Learning materials in 2013 Curriculum based on facts or phenomena that

can be explained by certain logic or reason; not limited to approximately, fantasy,

legend, or a fairy tale. According to the teacher’s handout issued in teacher

training of 2013 Curriculum, the materials that will be given to students should

cover some considerations such as the students’ potency, the local cultural

relevance, the degree of students’ physical growth; intellectual; emotional; social;

and spiritual; the benefit for the students; the academic structure; the actuality,

complexity, and the width of learning materials; the relevance with students, and

environmental demand; and time allocation. For this reasons, the government


issued “When English Rings a Bell” book for the materials in teaching and

learning process.

5. Assessment of 2013 Curriculum

The evaluation used in 2013 Curriculum is authentic assessment. It

focuses on what students do in real-world contexts, attempting to measure

students’ skill acquisition when the need for the skill and the use of the skill arise

from a real-life situation. The authentic assessment can be created by the personal

teacher, teacher in team, or teacher with students. The students’ involvement in

authentic assessment is very important because they will do better learning

activities when they understand they will be assessed.

a. The Definition of Authentic Assessment

According to American Library Association in Teacher Training Material

in Implementing 2013 Curriculum (Materi Pelatihan Guru Implementasi

Kurikulum 2013), authentic material is defined as an evaluation process to assess

the performance, achievement, motivation, and students’ attitude in learning

process. Furthermore, Newton Public School stated that authentic assessment is

explained as the assessment of product and performace related to students’ true

life experiences.

In addition, Wiggins (1993) defines that the authentic assessment as an

effort in giving task to students reflecting priority and challenge which can be

found in learning activities, such as research, writing, revision, and article

discussion, giving moral analysis toward the phenomena, collaboration through

debate.


b. Authentic Assessment and Study

Based on Teacher Training Material in Implementing 2013 Curriculum

(Materi Pelatihan Guru Implementasi Kurikulum 2013), authentic learning

reflects the task and problem solving done by students which are related to the

reality outside the school and the common life. This kind of assessment tends to

focus on the complex and contextual tasks for students that enable them to

perform their competence and ability. The examples of authentic assessment are

work skill, ability to apply or to demonstrate knowledge gained, simulation and

role play, portfolio, choosing strategic activity and performing something.

Authentic assessment consists of some assessment techniques. First,

assessment on students’ skill that relates to the long-term result in education like

the success in the workplace. Second, assessment on the students’ work that need

their participation widely and complex work. Third, process analysis which is

used to gain students’ response on the achievement of attitude, skill, and

knowledge.

b. Types of Authentic Assessment

In doing good authentic assessment, teachers should comprehend in what

extent and focus the attitude, knowledge, and skill will be graded. Below are the

types of authentic assessment:

1) Assessment on Attitude

The contents in KI-1 (spiritual attitude) are: loyalty in worship, grateful,

praying before and after doing activity, respectful to others in worship. The

examples of KI-2 (social attitude) are: honest, discipline, responsible, respectful,


care, confident, and others attitude that relates the learning competence, like

cooperative, carefulness, diligent. The assessment of attitude done by observing,

self-assessment, peer assessment, and journal.

2) Assessment on Cognition

To assess students’ cognitive skill, the teacher can employ the following

types of test:

a) Writen-form Test

Although the written-form test done in the previous era, the writing assessment

still can be done. The writing assessment consists of choosing and supplying

answer. The examples of choosing answer are multiple choice; true and false;

yes and no; matching; and cause and result. While the supplying answer are

gap-filling or completing, short or long answer, and essay.

b) Spoken-form Test

The spoken-form test conducted by teacher which is delivered orally and being

answered orally as well by the students. The answer can be in the form of

words, phrases, sentences or paragraph uttered.

c) Assignment

It is kind of assessment given by the teacher, that might be in the form of

individual or group homework based on the characteristics of the task.

3) Assessment on Skill

In assessing students’ skill, teachers are supposed to consider to the

following aspects of skill:


a) Work assessment

It is type of assessment that requires students to do a task in real life which

applies knowledge and skill needed. For example, assignment to play drama

and do role play. There are some different methods to record the result of

work-based assessment, teacher can use checklist, anecdotal/ narrative records,

rating scale, memory approach, and rubric.

b) Project Assessment

It is an activity in assessing task that should be done by students in a certain

period of time. The completion task is in the form of investigation done by

students, started from planning, collecting data, organizing, processing,

analysing, and data presentation. This kind of assessment is highly

recommended to be applied to students as it develops students’ critical

thinking, problem solving skill, and creativity.

c) Portfolio Assessment

It is a kind of assessment that functions to a pile of students’ work in a certain

period of time that is systematic and well-organized. Portfolio is used by

teachers and students to monitor continuosly the development of students’

cognition and skill in particular field.

E. Review of Related Research

There are some related researches. Prisilya (2014) in her article tried to

investigate the teachers’ perceptions on the strengths and the weaknesses of 2013

English curriculum implementation in comparison to KTSP (School-based


curriculum) implementation. This study tried to inspect (1) What are the teacher’s

views toward the implementation KTSP and Kurikulum 2013 and their concepts in

English teaching?; (2) How well the teacher understands about teaching concepts

and methods?; (3) What are the teacher’s recommendations for the improvement

of curriculum in English teaching? Method which was chosen by Prisilya (2014)

in doing the research was descriptive qualitative method. This present study was

undertaken at one of junior high school in Bandung. The object of this study was

the English teacher in that junior high school. The data collection techniques

employed in this study were semi- structured interview. In order to collect the

data; to answer the research questions, this study used response- guided approach

as the data collection procedure. The findings of the research were divided into

the main sections. The first section discussed the general information about

teacher’s understanding of the theory of language teaching and the teaching

methods. The second was the teacher’s views towards KTSP and Kurikulum 2013

implementation. And the last was about teacher’s expectations and

recommendation for subsequent evaluation of the curriculum. The conclusion of

the research was the implementation of curriculum would be successful if the

agents of curriculum, the teachers, were working hard to implement it. Teacher is

the key point of the curriculum implementation, while actually other factors

should also support them.

Shofiya (2014) in her article tried to investigate how teachers view about

the policy of implementing 2013 curriculum. In addition, this study also explored

the most difficult aspect of curriculum based on the teachers’ perspective. The


research questions, then, were formulated as follow: (1) Have they implemented

2013 Curriculum?; (2) Have they joined any training about the implementation of

2013?; (3) Do they find any prominent difference between the previous

curriculum and 2013 curriculum?; (4) What kind of training do they need to

succeed in implementing 2013 curriculum? This study was a survey design in

which the samples were 60 English teachers at senior high schools in

Tulungagung, East Java. The data were collected by distributing questionnaires to

the teachers and in the form of information. It consisted of 8 open-ended

questions. The findings of this research were divided into five categories. First

category was the implementation of the new curriculum. From 60 respondents, 12

teachers (20%) stated that they have implemented 2013 curriculum. The rest, 48

teachers (80%), have not. The second category was the participation of the

teachers in the training and workshops about 2013 Curriculum. All of the teachers

(100%) stated that they have joined the socialization of 2013 Curriculum. The

third category was the difference between the previous curriculum and 2013

Curriculum. Question 3 asked the different in term of method, Question 4 in term

of media, Question 5 in term of material, and Question 6 in term of evaluation.

The fourth category was the difficulty in implementing the curriculum. 50

teachers (83 %) stated that the most difficult part in implementing 2013

Curriculum is evaluation. The last category was the training needed to improve

their competence. All teachers (100%) states they need to get training on

conducting assessment. In conclusion, the implementation of 2103 Curriculum

was viewed positively by teachers. Even though in 2013 not all schools


implement it, teachers perceive that they would not find much difficulty. They

need some adjustments, of course, yet through regular training, they would

implement well. However, one thing that makes them confused was the

evaluation. Therefore, it is recommended that the government provide more

attention on providing some training and workshop for teachers about updated

strategy in conducting evaluation.

The other research was entitled “The English Teachers’ Perception toward

School- Based Curriculum (SBC) and 2013 Curriculum; Complaints,

Comparisons and Contrasts.” This study intended to investigate the teachers’

perception towards SBC and 2013 Curriculum as the latest trend in curriculum

implementation; further this study also emphasized on how well the teachers

understand both curricula. The research questions were as follows: (1) What are

the teachers’ perception on the comparisons and contrasts, including materials and

implementations, between SBC and 2013 Curriculum?; (2) What are the teachers’

complaints in implementing those both curricula? The method used was

qualitative method and questionnaire in collecting the data. The research was

conducted in SMA N 3 Pekalongan. The participants of this research were two

teachers. In conclusion, from the analysis of the data, clearly the teachers assumed

that the newest 2013 curriculum was a promising curriculum if teachers were able

to play their roles and the prospective students were already accustomed to the

required scientific thinking pattern-while SBC surely give the autonomy to

teachers and schools to develop a competency based in accordance with the

conditions existing in each region. However, in principle, SBC was not a new


curriculum model, only the modification of existing curriculum models.

Curriculum enactment in 2013 actually still leaves a heavy homework for schools

and also the governments. Curriculum change was actually also changed the

pattern of process standardization schools should be regulated by the government.

First at the time of enactment of the Education Unit Level Curriculum (SBC) in

2006, just two years later, the government released the instrument feasibility of

Secondary Education curriculum on pages Kemendikbud RI. Yet, the government

obliged all schools in Indonesia to implement the curriculum in 2014 but the

government has not mapped yet the school readiness in implementing 2013

Curriculum. It was very necessary to remember that the burden must be borne by

the school is quite heavy. The purpose of forming students in the 2013 curriculum

proclaimed the logical consequences on the capabilities of the teacher, school

budgets, facilities, and a management model that is relevant to the implementation

of the curriculum.

The other research comes from Muniroh (2014) entitled “Challenges and

Recommendations on the Implementation of 2013 Curriculum”. This study was

conducted to see what challenges faced by the teachers in the implementation of

2013 Curriculum and their recommended solution. This study involved 7

SMP/Junior High School teachers in Malang city; one teacher was assigned by

Diknas as the Trainer Teacher, while the other six teachers were assigned as the

target teachers. The trainer supervised the target teachers when they implemented

2013 Curriculum in their teaching. The instruments were identification form to

measure teacher’s understanding toward (1) teacher book and student book, (2)


learning process and assessment, (3) development of lesson plans, (4) the

implementation of teaching and learning activities based on scientific approach,

and (5) the implementation of learning assessment. The findings of the research

were as follows: (1) The understanding on the functional relation between the

teacher book and student textbook in the learning process received score 94%, (2)

The result showed that the target teachers’ understanding on the concept of

scientific approach was 89%, while their ability in implementing the scientific

method was 89%. In the aspect of assessment, the target teachers’ understanding

on the concept of assessment was 84%, while the ability to implement the

assessment concept received score 92%, (3) The target teachers were able to show

very good ability in designing appropriate lesson plan, it is proven by high scores

which is 88% to 100%, (4) It shows very good ability in implementing the

teaching and learning process based on Curriculum 2013, the ability to implement

scientific approach in learning was 90%, (5) the teachers showed adequate ability

in performing relevant assessment. The challenges faced by the English target

teachers were on assessment, especially on social and religious manner. There

were too many aspects to assess, too many students within a class (between 30-

40) while the time was limited. In the assessment implementation, the target

teachers have not conducted thorough assessment on manner, the assessment was

not well documented, the scoring rubric was not attached, and there was none

doing student self-assessment. The recommendation was addressed to the Dirjen

PSMP to issue certificate of supervision program for the trainer teachers so that

they feel more confident in training for the other teachers related to 2013


Curriculum. In conclusion, all run well, however, there were challenges on the

teachers’ understanding on scientific approach, which should be manifested on

effective teaching and learning activities. Another challenge faced by the teachers

was on performing assessment in the aspect of manner competence, and

facilitating students to undertake peer assessment, and self-assessment. To help

teachers tackle the challenges, the recommendation from the trainer teachers are

that the government conduct sustainable and in depth training on 2013 Curriculum

to improve the quality of the future implementation.

The next research comes from Jasmi (2014) entitled “English Teachers’

Difficulties in Designing Lesson Plan Based on 2013 Curriculum” This study

aims to investigate what kind of fundamental problem that teacher faced in

designing lesson planning and to identify the possible causes of problems that

faced by teachers in designing lesson plan based on 2013 Curriculum. This

research used qualitative research which is exploring a problem and developing a

detailed understanding of a central phenomenon. For advance, this study can be

specified a case study which the phenomenon is studied in detail. The sample of

this research was called purposive sampling, because the researcher chose one

school which has been piloting curriculum 2013. The researcher took only one

English teacher of grade X in the research site to be investigated as respondent.

For the result, the teacher exposed that overall she got difficulties in implementing

2013 curriculum because she did not get any training or seminar. The most

difficult was integrating character building in lesson plan and how to assess it. In

conclusion, the researcher can conclude some points. First, the teacher adapted


lesson plan from internet and modified it based on her students’ needs. Second,

the teacher adapted the materials from textbook and downloaded some other

materials from internet such as video. Third, the teacher got some difficulties in

determining assessment since she had to assess many aspects of it, particularly in

assessing students’ attitude. The last, the main reason of this case was the teacher

did not get any training or seminar yet in term of implementing 2013 curriculum.

However, the teacher kept trying to get information related to the implementation

of 2013 Curriculum by herself.

The last research is entitled “The Implementation of Curriculum 2013:

What the Teachers – Educators Voice” Pratiwi (2014) stated the research

questions were as follows: (1) The aims of Curriculum 2013 in improving

students’ English skills and in building their critical, analytic, and creative

characters; (2) The scientific approach in the language teaching; (3) The teaching

of Curriculum 2013 to the students teachers of English Education Study Program

of Yogyakarta State University; (4) How the lecturers understand the curriculum;

(5) How the lecturers suggest to support the implementation and the improvement

of the curriculum. Getting the data about the lecturers’ (educators) perception and

understanding about Curriculum 2013 and the teaching of this curriculum to the

students teachers, interview and questionnaire were conducted. The results of this

research were about some statements responding to how the scientific approach is

used in teaching English. There were five statements and all of them have

different statement. People who agree think that scientific approach is appropriate

to build the students’ character, while those who disagree think that not always


appropriate to teach English language skills with this approach (scientific

approach). Based on the curriculum, the approach selected can be based on the

characteristics of the students and the subject. Therefore, teachers can use

different approach, for example, communicative approach for language teaching.

In conclusion, Curriculum 2013 is new for everyone (e.g. teachers, students-

teachers, lecturers/educators). Some of them have joined trainings and some

others are directly involved in working on the socialization of the curriculum to

the teachers. Because they have different background and experience, their

perception, belief, and understanding of the curriculum can be different as well.

All differences may give benefits to the improvement of the curriculum and in the

implementation of it. Teachers-educators also have various interpretation and use

their own ways in introducing this curriculum to the students-teachers.

Based on the some related researches above, it can be concluded that there

are many problems in implementation of 2013 curriculum. Actually, 2013

curriculum is appropriate to build the students’ character, but there are many

teachers who do not understand how to implement this curriculum because they

not yet join the training. The implementation of curriculum would be successful if

the agents of curriculum, the teachers, were working hard to implement it.

Teacher is the key point of the curriculum implementation, while actually other

factors should also support them.

chapter ii - Digital Library UNS

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