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

MOTTO

“. . . and seek help in patience and prayer”

(2:153)

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