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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
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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
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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.
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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
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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.
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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,
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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.
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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.
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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).
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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
According to Modul Pelatihan Implementasi Kurikulum 2013 (2014:5),
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.
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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.
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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
According to Modul Pelatihan Implementasi Kurikulum 2013 (2014:6),
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
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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.
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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.
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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
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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.
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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
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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.
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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.
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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.
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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.
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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
library.uns.ac.id digilib.uns.ac.id 36
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
library.uns.ac.id digilib.uns.ac.id 37
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
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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.
library.uns.ac.id digilib.uns.ac.id 39
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
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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.
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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:
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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
library.uns.ac.id digilib.uns.ac.id 43
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:
library.uns.ac.id digilib.uns.ac.id 44
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
library.uns.ac.id digilib.uns.ac.id 45
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
library.uns.ac.id digilib.uns.ac.id 46
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.
library.uns.ac.id digilib.uns.ac.id 47
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
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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).
library.uns.ac.id digilib.uns.ac.id 49
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.
library.uns.ac.id digilib.uns.ac.id 50
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.
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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):
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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:
library.uns.ac.id digilib.uns.ac.id 53
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.
library.uns.ac.id digilib.uns.ac.id 54
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.
library.uns.ac.id digilib.uns.ac.id 55
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
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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
library.uns.ac.id digilib.uns.ac.id 57
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,
library.uns.ac.id digilib.uns.ac.id 58
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.
library.uns.ac.id digilib.uns.ac.id 59
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
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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
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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
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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.
library.uns.ac.id digilib.uns.ac.id 63
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,
library.uns.ac.id digilib.uns.ac.id 64
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:
library.uns.ac.id digilib.uns.ac.id 65
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
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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
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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
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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
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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)
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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
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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
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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
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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.
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