DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

The Implementation of Teaching Strategies Stipulated By Curriculum 2013 Among EFL Teachers In Malang Municipality

Rr Wahyu Widowati

Abstrak


RINGKASAN

 

Widowati, Rr. Wahyu. 2019. A Closer Look at EFL Teachers’ Teaching Strategies in the Implementation of Curriculum 2013. Thesis, English Language Teaching, Graduate Program, State University of Malang. Advisors: (1) Prof. Dra. Hj. UtamiWidiati, M.A., Ph.D, (2) Dra. NunungSuryati, M.Ed., Ph.D.

 

Keywords: Curriculum 2013, Teaching Strategies, Implementation

Curriculum 2013 concerned to reform four out of eight national education standards. One of them was standard of process. It recommended four teaching strategies employed for all subjects including English. In teaching and learning process, teachers should employ either Scientific Approach, Discovery/Inquiry Learning, Problem Based Learning or Project Based Learning. This study is intended to know what teaching strategies stipulated by Curriculum 2013 employed by senior high school EFL teachers in Malang Municipality, challenges faced as well as solutions taken by the teachers

This study is a multi-side studyengaging 4 (four) senior high school EFL teachers who once became a national instructor of Curriculum 2013. The data were various teaching strategies employed by teachers observed for several times in the classroom. The instruments of study involved observation checklist, interview guide, field notes and supplementary documents. The data were collected through observation and interview. The results of data analysis could describe what teaching strategies employed by teachers and draw a conclusion on the prominent teaching strategy employed by teachers.

The findings were teachers employed either Scientific Approach, Discovery/Inquiry Learning, Problem Based Learning or Project Based Learning. Most of teachers could fulfill teaching stages of selected teaching strategy with a variety of activities. The challenges faced by the teachers including general and specific. The general challenge was the implementation of UKBM system. Teachers obtained difficulty to employ a teaching strategy well when in a classroom contained more than one group of learners. As a results, teachers would skip either one or two teaching stages. The specific ones were 1) most of teachers had to prepare learning materials as well as media in the implementation of scientific approach; 2) several teachers assumed thatProblem Based Learning and Discovery Learning were inappropriate for language teaching and 3) the limited time for teaching and learning English, which was two hours per week, became a foremost consideration for teachers to employ Project Based Learning. To solve the general challenge, most of teachers made use of UKBM as enrichment and exercises for students. Whereas in specific ones, 1) teachers utilized school internet access to prepare learning materials and media; 2) teachers would employ a teaching strategy based on their belief, knowledge, and convenience and 3) teachers would employ Project Based Learning less than other recommended teaching strategies since either teacher or students spent much time to accomplish.

The senior high school EFL teachers in Malang Municipality employed various teaching strategies as stipulated by Curriculum 2013. Scientific Approach was the most prominent teaching strategy. Most of teachers could fulfill teaching stages of Scientific Approach skillfully since they might have joined workshops, trainings, a mentoring program as well as English textbook released by government assisted them to understand Scientific Approach either theoretically or practically. Even though most of teachers could fulfill teaching stages of Problem Based Learning and Discovery learning well, teachers believed that both teaching strategies were appropriate for teaching science subjects. Teachers needed more preparation and creativity to employ them in the classroom. Those considerations made Problem Based Learning and Discovery learning were less employed by teachers. Project Based Learning was the least teaching strategy employed since either teachers or students required more time to accomplish it.

The researcher suggested the teachers to enhance their professional competence and be open mind to the reformed pedagogical view. Instead of participating in workshops, seminar, or training on teaching strategies stipulated by Curriculum 2013, the teachers could make use of internet assess about the implementation of Problem Based Learning, Discovery Learning and Project Based Learning in English teaching and learning process. For the upcoming researcher, it is suggested to conduct similar study with different research subjects. It is better to involve an assistant in collecting data during the classroom observation.