the teacher’s perception on 2013 curriculum and his ... · legitimation the teacher’s...
TRANSCRIPT
THE TEACHER’S PERCEPTION ON 2013 CURRICULUM
AND HIS TEACHING PRACTICES
(A Case Study at SMA Batik 2 Surakarta)
A Thesis
CHAPTER II
Lusiana Prihastiwi
S891602017
Submitted as a Partial Fulfillment of the Requirements for the Attainment of
the Graduate Degree in English Education
GRADUATE SCHOOL OF ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
APPROVAL
This thesis is approved by the consultants to be examined by the Board of
Thesis Examiners of Teacher Training and Education Faculty of Sebelas Maret
University.
Consultant 1 Consultant 2
Dr. Suparno, M.Pd. Dr. Sumardi, M.Hum.
NIP. 19511127 198601 1 001 NIP. 19740608 199903 1
002
Approved by,
Head of English Education Department of Graduate Program
Sebelas Maret University
Dr. Ngadiso, M.Pd.
LEGITIMATION
The Teacher’s Perception on 2013 Curriculum and His Teaching Practices
(A Case Study at SMA Batik 2 Surakarta)
A Thesis
By:
Lusiana Prihastiwi
S891602017
This Thesis has been approved by the Board of Thesis Examiners
of English Education Department of Graduate School
Teacher Training and Education Faculty of Sebelas Maret University Surakarta
In November 2017
Board of Examiners Signatures
Chairman Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
(…………………….)
Secretary Dr. Abdul Asib, M.Pd.
NIP. 19520307 198003 1 005
(…………………….)
Examiners 1. Dr. Suparno, M.Pd.
NIP. 19511127 198601 1 001
(…………………….)
2. Dr. Sumardi, M.Hum.
NIP. 19740608 199903 1 002
(…………………….)
Legalized by
PRONOUNCEMENT
I would like to certify that this thesis entitled “The Teacher’s Perception
on 2013 Curriculum and His Teaching Practices (A Case Study at SMA
Batik 2 Surakarta)” is not a product of plagiarism made by others. Anything
related in others’ work is written in quotation, the source of which is listed on the
bibliography.
If then this pronouncement proves wrong, I am ready to receive any
academic punishment.
Surakarta, October 2017
Lusiana Prihastiwi
ABSTRACT
Lusiana Prihastiwi. S891602017. The Teacher’s Perception on 2013
Curriculum and His Teaching Practices (A Case Study at SMA Batik 2
Surakarta). A Thesis First Consultant: Dr. Suparno, M.Pd. Second Consultant:
Dr. Sumardi, M.Hum. English Education Department. Graduate School. Sebelas
Maret University.
This research aims to identify and describe the teacher’s perception on
2013 curriculum and to find out the realization of perception in classroom
teaching-learning practices using 2013 curriculum. The research subject is one
teacher in SMA Batik 2 Surakarta. In order to identify the teacher’s perception
and its realization in teaching practices, case study is conducted from January to
June 2017. To collect qualitative data of the case under study, the researcher
interviewed the teacher and the students, observed the teacher’s teaching
practices, and analyzed the document in the form of teacher-made lesson plan.
The collected data then were analyzed by using interactive model of data analysis
consisting of data reduction, data display, and verification. The research findings
show that the teacher has both positive and negative perception on 2013
curriculum. The teacher’s positive perception is realized in his teaching practices.
Meanwhile, for the parts of 2013 curriculum that the teacher negatively
perceives, he does not integrate them into his teaching practices.
Keywords: 2013 curriculum, perception, teaching practices
DEDICATION
This thesis is dedicated to:
Ibuk Bapak for their endless affection
My beloved sister Yasinta Primastuti
My beloved Mohammad Romdhoni Prakoso
Uti Kakung
Tante, Om, Mbak Ayla, Dek Aisha
Bulek, Om, Mbak Tika, Mbak Fitri, Mbak Ayu, Dek Dinda
Bulek, Om, Dek Isal, Dek Ais, Dek Fifi
ACKNOWLEDGEMENT
Praise be to Allah SWT who has given His blessing so that the writer is
able to finish the thesis written as a partial requirement for achieving graduate
degree of Graduate School of English Education Department in Teacher Training
and Education Faculty of Sebelas Maret University. The writer realizes that this
thesis cannot be completed without support, advice, and guidance from many
people. Therefore, the writer would like to express the sincere gratitude to:
1. Prof. Dr. Joko Nurkamto M.Pd., the Dean of Teacher Training and
Education Faculty of Sebelas Maret University;
2. Dr. Ngadiso, M.Pd., the Head of Master Program of English Education
Department;
3. Dr. Suparno, M.Pd., as the first advisor who always gives guidance,
excellent advice, and idea to the researcher;
4. Dr. Sumardi, M.Hum., as the second advisor who always gives guidance,
excellent advice, and idea to the researcher;
5. All of the lecturers and staffs of Graduate School of English Education
Department in Teacher Training and Education Faculty of Sebelas Maret
University who have gave their contribution to the writer for completing
this research;
6. Joko Sumarsono, M.Pd, as the headmaster of SMA Batik 2 Surakarta who
has given opportunity to the writer to conduct the research;
7. Mohammad Romdhoni Prakoso, S.Pd., as the English teacher of the tenth
grade of SMA Batik 2 Surakarta who has given guidance and support to
the writer in conducting this research;
8. The tenth grade students of SMA Batik 2 Surakarta who help the
researcher in conducting the research;
9. All of the writer’s beloved friends.
The researcher would like to express her sincere gratitude to the readers
for the suggestions. Hopefully, this thesis will be useful for the readers.
TABLE OF CONTENT
TITLE…………………………………………………………………………. I
APPROVAL………………………………………………………………….. Ii
LEGITIMATION……………………………………………………………... Iii
PRONOUNCEMENT………………………………………………………… Iv
ABSTRACT…………………………………………………………………… V
MOTTO……………………………………………………………………….. Vi
DEDICATION………………………………………………………………… Vii
ACKNOWLEDGEMENT…………………………………………………….. viii
TABLE OF CONTENT……………………………………………………….. Ix
LIST OF TABLE..……………………………………………………………... Xii
LIST OF FIGURE …………………………………………………………….. xiii
LIST OF APPENDICES………………………………………………………. Xiv
CHAPTER I INTRODUCTION
A. Background of the Research…………………………… 1
B. Problem Statements…………………………………… 3
C. Objectives of the Research…………………………… 3
D. Benefits of the Research……………………………… 3
CHAPTER II LITERATURE REVIEW
A. The Teacher’s Perception
1. The concept of perception …………………………
2. The relationship between teacher’s perception and
teaching practices……………………………………
3. Identifying perception………………………………
4
4
6
B. Curriculum
1. The concept of curriculum....………………………
2. Curriculum design processes………………………
3. Curriculum aims and objectives…………………..
4. The types of curriculum…………………………..
7
8
11
12
C. Curriculum in Indonesia
1. Curriculum development in Indonesia……………
2. The 2013 curriculum………………………………
3. The revised version of 2013 curriculum………….
4. The background of 2013 curriculum implementation
5. The differences between school-based curriculum
and 2013 curriculum……………………………….
6. The strengths and weaknesses of 2013
curriculum…………………………………………..
7. The learning models in 2013 curriculum…………
13
14
16
17
17
19
20
D. Review of Related Research 25
E. Rationale 29
CHAPTER III RESEARCH METHOD
A. Research Design 31
B. Research Context 31
C. Sources of the Data 32
D. Sampling 32
E. Data Collection
1. Observing…………………………………………..
2. Interviewing………………………………………..
3. Document analysis..……………………………….
4. Questionnaire……………………………………...
33
34
34
35
F. Data Validation
1. Triangulation……………………………………….
2. Member checking………………………………….
35
36
G. Data Analysis
1. Data reduction……………………………………..
2. Data display………………………………………..
3. Conclusion drawing/verification………………….
37
37
38
CHAPTER IV FINDINGS AND DISCUSSION
A. Data Description………………………………………... 38
B. Findings ……………………………………………….. 42
C. Discussion……………………………………………… 57
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ……………………………………………... 61
B. Implication and ………………………………………… 64
C. Suggestion………………………………………………. 65
BIBLIOGRAPHY 67
APPENDICES
LIST OF TABLE
Table 2.1 The differences between school-based and 2013 curriculum……... 18
Table 3.1 Research Schedule ………………………………………………... 32
Table 4.1 Sample of Research Data …….…………………………………… 39
Table 4.2 The Realization of Perception in Teaching Learning Practices
Using 2013 Curriculum…………………………………………….
54
LIST OF FIGURE
Figure 2.1 The Model of Curriculum Design Process………………………... 9
Figure 2.2 Outline of the sequence of events in problem-based learning…….. 23
Figure 3.1 Interactive Model Analysis………………………………………... 37
LIST OF APPENDICES
Appendix 1 Interview Questions
Appendix 2 Data Display on Interview
Appendix 3 Data Display on Teaching Practices
Appendix 4 Teacher-made Lesson Plan
Appendix 5 Data Display on Teacher-made Lesson Plan
Appendix 6 Data Display on Questionnaire
Appendix 7 Documentation
Appendix 8 Letter of Permission