Analysis of the Teachers’ Bariers in Implementing 2013 Curriculum to Teach English in State Junior High Schools in Argomulyo Sub District of Salatiga

Windarti, Dyah Koes (2016) Analysis of the Teachers’ Bariers in Implementing 2013 Curriculum to Teach English in State Junior High Schools in Argomulyo Sub District of Salatiga. Other thesis, IAIN SALATIGA.

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Abstract

ABSTRACT Windarti, Dyah Koes. 2016. Analysis of the Teachers’ Bariers in Implementing 2013 Curriculum to Teach English in State Junior High Schools in Argomulyo Sub District of Salatiga. A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Mustikasari M.A Keywords : curriculum, 2013 curriculum, implementation, english learning, teachers’ barriers Curriculum in Indonesia has revised several times and the newest is 2013 curriculum. This curriculum started to be implemented in 2013. There are some revisions in this curriculum and it becomes the controversial among the educational area, moreover it is reviewed by the new minister of education and culture. This research is aimed to analyze; (1) the implementation of 2013 curriculum in English subject (2) the barriers which are faced by the English teachers in that implementation. The kind of this study is descriptive qualitative study. The writer used the techniques of observation, interview, and documentation to collect the data. The result of the study shows that (1) administratively the teachers have implemented the 2013 curriculum well, but practically still there are many deficiencies. The implementation is included lesson plan, learning process, discovery learning as learning model, and authentic assessment. The learning process and assessment process was not fully appropriate with 2013 curriculum; (2) The barriers faced by the teachers are limited time allocation, unavailability of schools’ facilities, students’ condition, teachers’ difficulties in changing their teaching style, and the process of authentic assessment.

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