ENGLISH TEACHERS’ PERCEPTION
ON THE IMPLEMENTATION OF THE
2013 CURRICULUM: THE
SIGNIFICANCE OF CHARACTER
BUILDING LOADS
Mirjam Anugerahwati
State University of Malang
Background
• The 2013 Curriculum of Indonesia has
been implemented in some “pilot” schools
since 2013, and in the 2014 academic
year all schools have to implement it
• However, not all teachers are ready for the
implementation, from the aspects of the
first and second Core Competences (KI 1
and KI 2)
Background (contd)
• One of the biggest changes in the 2013
Curriculum is the character building
issues, which are elaborated into 2 Core
Competences (KI)
• The researcher wanted to know how
teachers view the two KIs; hence, the
small study on teachers in East Java
Province
The Study
• The study was conducted in two sessions;
the first was with Senior High School
teachers in Malang Regency, while the
second was with teachers of Junior High,
Senior High, and Vocational High School
teachers in East Java
• The findings are explained in the following
slides
The method
• The study was aimed at finding an answer
to the general question of “how do
teachers of English perceive the first and
second Core Competences in the 2013
Curriculum?”
• Data were obtained through questionnaire
distributed to 42 teachers of English in
Malang Regency and some other towns in
East Java Province
The Findings
• Malang Regency (24 teachers): all
(100%) knew that the character building
loads are stated in KI1 and KI2, and that
they cover religious attitude and social
attitude
• Fourteen (58.3%) teachers had attended
workshops/seminars on K13
The Findings (2)
• Sixteen (66.6%) teachers stated that their
schools had implemented the K13
• Although not all respondents had
implemented the K13, 23 (95.8%) stated
that they had implemented the character
building in their English lessons. Some
said that they are similar to the 2006
Curriculum
The Findings (3)
• The respondents said that they integrated
the character building in their lesson plans,
their teaching-learning activities, and the
day-to-day activities with the students
• All (100%) stated that they approved of the
character building loads in K13; even
those who have not implemented the
curriculum.
The Findings (4)
• In answering the question about the
difficulty in implementing the character
building loads, the majority of the
respondents stated that the biggest
obstacle was the diverse culture and
background of the students
• They had various ways to solve the
problem, e.g by discussing it with other
teachers, by consulting with the religion
teacher, etc.
The Findings (5)
• Regarding the assessment of the
character competences, all respondents
stated that they did face problems, albeit
in different aspects (the assessment
instruments, the method, the things to
assess, etc)
• The solution varied; some even stated that
there was still no solution at this time
The Findings (6)
• East Java Teachers (18): like the Malang
teachers, all respondents knew that the
character building loads were elaborated
in KI1 and KI2
• Unlike Malang teachers, however, only 3
(16.6%) had attended workshop/seminars
on K13, and only 5 (27.7%) had
implemented the K13 in their schools
The Findings (7)
• Regarding the implementation of character
building, 13 (72.2%) stated that they had
integrated the character building in their
lesson plans and daily teaching-learning
activities, since they were not different
from the characters required in the 2006
curriculum
• The rest had not implemented it because
they did not know enough
The Findings (8)
• The respondents were divided in
answering whether they approved of the
character building loads in English subject;
some said they did, some others were
unsure as they did not know enough of the
curriculum, and still others stated that they
approved of the social attitude, but not the
religious attitude as it was too complicated
The Findings (9)
• Regarding the problems in implementing and
assessing the character building in English, the
respondents were also of differing views; the
problems might be caused by various factors,
and thus assessing it would also pose various
difficulties
• Most of the difficulties were in the area of
complicatedness, the many aspects to be
assessed, the instruments, and the unclear
rubrics
Conclusions
• Most English teachers in Malang Regency
and many towns in East Java view the
character building loads in the 2013
Curriculum as something good and
needed by the students
• However, they still face difficulties in
assessing the character aspects in their
lessons
Suggestions
• As was stated by many of my respondents, the
Government need to give more workshops to
implement the KI 1 and KI 2, not only on KI 3
and KI 4
• The workshops should be subject-based, not the
“generic” ones, as each subject has different
characteristics (e.g is it logical to assess KI 1 in
English by counting how many “Thanks Gods” a
student utters?)
THANK YOU