STUDENTS PERCEPTIONS TOWARDS THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH CLASS

OF SMP NEGERI 1 GRESIK

STUDENTS PERCEPTIONS TOWARDS THE IMPLEMENTATION OF 2013 CURRICULUM IN

ENGLISH CLASS OF SMP NEGERI 1 GRESIK
Rahayu Nur Hidayah
English Education, Faculty of Languages and Arts, State University of Surabaya
rahayuhidayah@mhs.unesa.ac.id

Abstrak
Sebagai salah satu elemen dalam pendidikan, kurikulum memiliki peranan penting. Sejak merdeka,
Indonesia telah menerapkan beberapa kurikulum. Kurikulum terbaru yang sedang diterapkan adalah
Kurikulum 2013 atau K-13 dengan apek-aspek baru yang berbeda dari kurikulum-kurikulum sebelumnya.
Kurikulum ini belum bisa diterapkan di semua sekolah. Hal ini disebabkan karena pemerintah telah
mengintruksikan penggunaan ulang Kurikulum 2006 (KTSP) di beberapa sekolah karena persepsi negatif
yang muncul dari masyarakat tentang K-13. Sementara itu, K-13 masih tetap digunakan di beberapa
sekolah lainnya sebagai sekolah percobaan. Penelitian ini bertujuan untuk menemukan persepsi siswa
tentang penerapan K-13 di kelas Bahasa Inggris dalam hal materi, pedekatan saintifik, asesmen.
Penelitian ini dilakukan di SMP Negeri 1 Gresik. Subyek penelitian adalah lima siswa kelas 8-A dengan
perincian dua siswa berprestasi tinggi, satu siswa berprestasi menengah, dan dua siswa berprestasi rendah.
Penelitian kualitatif deskriptif ini menggunakan wawancara sebagai instrumen penelitian. Data
didapatkan dari satu sesi wawancara utama dan beberapa sesi wawancara tambahan. Penemuan
memerlihatkan bahwa terlepas dari beberapa persepsi negatif, dapat disimpulkan bahwa sebagian besar
persepsi para siswa positif dalam tiga hal tersebut.
Kata Kunci: persepsi siswa, kurikulum 2013, Bahasa Inggris.

Abstract
As one of the elements of education, curriculum has an important role. Since its independence, Indonesia
had implemented several curricula. The newest curriculum that is currently implemented is 2013
Curriculum or K-13 with new aspects that different with the previous curricula. This curriculum cannot
be implemented in all schools. This is as a result of the governments instruction to re-use 2016
Curriculum (KTSP) in some schools because of the negative perceptions of K-13 from the society.
Meanwhile, K-13 is still used in some other schools as pilot schools. This research was aimed to discover
students perceptions towards the implementation of K-13 in English class in terms of the materials,
scientific approach and assessment. This research was conducted at SMP Negeri 1 Gresik. The subjects of
the research were five students of 8-A; two high-achieved students, one middle-achieved student, and two
low-achieved students. This descriptive qualitative research used interview as the research instrument.
The data were gained from a main interview session and several addition interview sessions. The findings
showed that despite some negative perceptions, it can be concluded that most of the students perceptions
were positive in terms of the three aspects.
Keywords: students perceptions, 2013 Curriculum, English.

INTRODUCTION

curriculum is structured by things related to given

subjects in form of school documents, newspaper articles,
committee reports and educational course books.
Meanwhile, 2013 Curriculum is developed
differently from the previous curricula. Some examples
are the changes of learning patterns such as the switch
from teacher-centred learning pattern to student-centred
and one direction interaction between teacher and
students to interactive learning. In delivering materials,
teachers are expected to be able to use multimedia. In
teaching and learning process, it is introduced scientific
approach through five stages: observing, questioning,
collecting information, associating, and communicating
(Permendikbud No. 81 A/2013).
implies that the

The existence of school cannot be separated

from curriculum. As the time changes, various curriculum
will be implemented. Started from curriculum
implemented in 1947, Indonesia to day had been
implemented nine curricula, with the current curriculum
is called 2013 Curriculum or K-13. The curriculum is
motivated by the awareness of technology as the
globalisation is occurring all around the world. One
attribute of this curriculum is the usage of information
and communication technology to advance learning
efficiency and effectiveness.
Curriculum itself, as suggested by , simply, is
the entire knowledge children learn in school. states that

RETAIN. Volume 05 Nomor 01 Tahun 2017, 101 - 110

learning process used scientific approach adopts
scientific steps through scientific method in building
knowledge. In addition, in K-13, the assessment is not
only limited in assessing knowledge and skill, but also
assessing attitude, both spiritual attitude and social
attitude.
Related to the implementation of K-13 in 20132014 school year, Mohammad Nuh as the minister of
education and culture at the time makes a statement in
Dikbud Magazine . His opinion is that the curriculum is
successfully implemented and it benefits in shaping
creativity and innovation. This curriculum itself is still
implemented in some schools and will be gradually
changed the old curriculum entirely.
Despite positive reactions from the minister and
society, there are also the negative ones. Those come
from the society as well, include teachers and students. A
student interviewed by the researcher said that her
teachers mainly asked the students to perform
presentations. They just come to the classroom and did
not tell much about the subject. In her opinion, a teacher
should not do that. This is of course makes the
implementation of K-13 is a controversy.
In
results,
the
government
through
Permendikbud No. 160/2014 instructed the re-use of the
previous curriculum, Kurikulum Tingkat Satuan
Pendidikan (KTSP) or School Based Curriculum. This is,
however, applied to some school that previously used K13. Meanwhile the other schools still implement this
curriculum as pilot schools.
Based on the background of the study above, the
researcher would like to analyze students perceptions
towards the implementation of 2013 Curriculum in
English Class of SMP Negeri 1 Gresik to find out what
kind of perceptions they had. Therefore, the researcher
formulated the research question as follows:
1. How were the students perceptions towards the
implementation of K-13 in English class of SMP
Negeri 1 Gresik in terms of the materials, scientific
approach and assessment?
The research question itself consisted of three sub
questions:
1.1 How were the students perceptions towards
the implementation of K-13 in English class of
SMP Negeri 1 Gresik in terms of the materials?
1.2 How were the students perceptions towards
the implementation of K-13 in English class of
SMP Negeri 1 Gresik in terms of the scientific
approach?
1.3 How were the students perceptions towards
the implementation of K-13 in English class of
SMP Negeri 1 Gresik in terms of the
assessment?

RESEARCH METHOD
Based on the research questions the researcher
applied descriptive qualitative research for this study
Since it was descriptive qualitative, no data in form of
numbers were required. supports that qualitative research
is needed to understand something in depth rather than to
analyze data with numbers like in quantitative research.
In this research, the data gathered by the researcher were
in form interview results that were in form of words.
implies that interview is the popular way used as an
instrument in qualitative research. It is used to gain
peoples opinion of something in their own words..
The setting of the study was SMP Negeri 1 Gresik
which was one of the pilot schools. Moreover, this school
was considered had good qualities, good facilities, and
also had the best students.
The subjects of the research were students of class
8-A. Among the total of thirty two students, the
researcher chose five students as the representatives.
More specifically, they represent three student groups:
two high-achieved students, one middle-achieved student,
and two low-achieved students. The two high ones were
given the pseudonyms of Sasa and Mimi. The middle one
was called Didi and the rests were Kaka and Kiki. To get
the suitable subjects for each students group, the
researcher asked the English teacher to hand her the
students names based on the school reports.
There were eighteen interview questions asked to
them. Questions 1 to 6 refer to the materials, 7 to 14 for
scientific approach, and 15 to 18 for assessment. The
interview itself conducted several times. The first session
was conducted in the seventeenth of May 2016. In the
day, the researcher conducted the interview face-to-face.
Other interview sessions then conducted later in order to
confirm the unclear answers and unanswered question.
The sessions were carried out by the usage if the internet
through Line and Facebook social media. As stated by ,
it was called internet-based interview using computer.
In analyzing the data, the researcher implemented
the three steps suggested by . First, in familiarizing and
organizing, the researcher transcribed the interview
recorded by recording. The researcher then named the
recording file with different file names. The files also
grouped into one specific folder. After that, the researcher
made familiar with the transcription by reading it several
times.
In coding and reducing, the researcher sorted the
data into categories. The researcher looked for the answer
for every interview question then marked it. There were
also additional answers that were answered in other
questions. If this was the case, the researcher grouped the
additional answers into the most suitable questions.

STUDENTS PERCEPTIONS TOWARDS THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH CLASS

OF SMP NEGERI 1 GRESIK
Subsequently, the researcher eliminated the data that
were not needed.
In interpreting and representing, the researcher
drew understanding from the subjects words. Next, the
researcher described the results in details in forms of
words as well as tables.

he
r

Sasa
: Ee... kalau menurut level pendidikan itu
sesuai,
hanya saja mungkin beberapa itu ada yang...
menurut saya.. bukan tidak perlu ya, Cuma
kalau kelas delapan itu seperti udah terlalu...
seperti terlalu mudah gitu. Bukan terlalu
mudah, maksudnya harusnya itu telah
diberikan di kelas tujuh atau kelas enam,
soalnya ada beberapa materi yang sama gitu,
seperti yang tahun-tahun sebelumnya.
Sasa
: Ee... they are appropriate based on the
education level, but maybe they are...
according to me... they are not unimportant, but
if for eight grade, they are too... like too easy.
Not too easy, but they must be had given in
seventh grade or sixth grade, because there are
some materials that are similar, like had
already given years before.

Students perceptions towards the materials

Students perceptions towards the materials were
classified into three: positive, negative and other. Of all
the perceptions towards the six questions, only two
perceptions classified as negative and only one
perception classified as other, meant that it was
positive; on the other hand, it was also negative.
The students answers for the first question
divided into three: positive, negative, and other (see Table
1). One positive perception came from Kaka. He said that
the English materials given were appropriate with their
education level (grade eight).

Kaka
Researcher

Kaka

Mimi

However, in Sasas opinion, the materials were too easy.

It was because they were already given in previous
grades. Thus, the materials for eighth grade should be
more elaborated.

RESULTS AND DISCUSSION

In this research, the researcher used interview to
obtain the results of the data from the students. The data
then divided into three: students perceptions towards the
materials, scientific approach, and assessment.

Researcher

Respondent

On the other hand, the materials were quite easy, yet

quite difficult in Mimis view. Same with Sasa, they were
quite easy because they were already given in previous
grade. However, they were also quite difficult because
she had to be more careful as the materials were become
more complex.

: Menurut kamu, materi pelajaran yang

diberikan oleh guru sesuai apa tidak
dengan level pendidikan kamu? Jadi
sekarang kelas delapan kan ya?Itu
kira-kira sesuai nggak dengan tingkat
kelas delapan?
: Insya Allah sesuai.
: Accroding to you, are the materials
given by your teacher appropriate
with your education level? You are in
grade eight, arent you? Are they
appropriate to be used in grade eight?
: Appropriate, Insha Allah.

Mimi

Mimi

Table 1 Students Perceptions towards the Materials

(Questions No. 1)
The appropriateness between the
QUESTION
materials and education level
Po
Appropr
Quite
sit
Statement
iate
Easy
easy
iv
Kaka
Kiki
Didi
e Respondent
Ne Statement
Too easy
ga
Sasa
tiv Respondent
e
Ot
Statement
Quite easy, yet quite difficult

: Lumayan... mudah, juga lumayan sulit.

Mudahnya itu karena beberapa sudah kita
pelajari di kelas-kelas sebelumnya. SD juga
pernah diajari. Cuma kalau susahnya itu perlu
lebih teliti karena materinya mulai sedikit
rumit.
: Quite... easy, yet quite difficult. It is easy
because we have learned some of them in the
previous grades, also in elementary school. It is
difficult because we have to be more thorough
as the materials are getting complicated.

Table 2 Students Perceptions towards the Materials

(Questions No. 2-3)
Questions
The materials
usefulness in
daily life
Source of
materials

Positive
Statement
Useful
Textbook, Internet, BSE,
electronic dictionary, other
books

Respondent
All students
All students

RETAIN. Volume 05 Nomor 01 Tahun 2017, 101 - 110

Regarding to the usefulness of materials in their
daily life, all students answered positively. English made
communication easier with foreigner. Another example,
Didi, usually practiced English with his sibling.
Didi

Researcher
Didi
Researcher
Didi
Didi

Researcher
Didi
Researcher
Didi

: Pernah. Ya sama... dulu itu kan di sini

ada bule... kayak turis asing native
speaker ke kelas gitu. Terus kan suruh
mempraktikkan gitu, tapi ya itu cuma
satu kali.
: Kalau di luar kelas?
: Oo di luar kelas... ya sama kakak
saya biasanya.
: Oo ngomong bahasa Inggris.
: He e... kakak saya kan juga kuliah
juga.
: I have. Once there was a foreigner...
like foreign tourist, native speaker
came into my class. Then we asked to
practice, but only once.
: Besides that?
: Besides that... with my older sibling
usually.
: Oo you speak English.
: He e... my sibling goes to college too.

students to
seek for
other
learning
sources

Mimi

Mimi

: Ee.. guru saya mengambil referensi dan

sumber-sumber latihan soal lainnya dari
internet. Selain itu juga dari, eee...
pengalaman-pengalaman yang pernah dia
dapatkan dalam sosialisasi guru-guru Bahasa
Inggris. Lalu guru saya juga lebih
mengembangkan.. eee.. latihan-latihan
vocabulary sama grammar-nya dalam
games-games.
: Ee.. my teacher took references and exercise
sources from the internet, also from his own
experience in English teacher socialisation. He
then developed... eee... vocabulary and
grammar exercises in games.

Kaka

Mimi

Kaka

: Biasanya melalui internet, disuruh mencari

referensi sendiri.
: Usually through the internet, (the students)
were asked to look references on their own.

On the other hand, Mimi stated something

which is contrasting. She opined that it happened because
the answers for their assignments often gained from
sources other than BSE (Buku Sekolah Elektronik/
Electronic School Book) and their usual textbook.

Mimi

: Menurut saya dari inisiatif muridnya sendiri,

Karena gurunya memberikan latihan, cuma
latihannya itu kita mendapatkan jawabannya
kebanyakan dari sumber lain yang tidak dari
buku BSE atau buku paket.
: In my opinion, from the students own
initiative, because the teacher gave exercises,
but we got the answers mostly from other
sources which were not in the BSE book or the
text book.

A negative perception is stated by Didi towards

the way the teacher gave materials. Didi included that the
teacher almost always explaining materials by words. He
rarely used pictures and things. One meet might be
interesting, but the majority of the meetings seemed not
interesting enough.

Table 4 Students Perceptions towards the Materials

(Questions No. 5-6)
Questions

Table 3 Students Perceptions towards the Materials

(Question No. 4)
Positive
Question
Statement
Respondent
Teachers
Asked/encouraged the
Kaka, Kiki
role in
students
encouraging the
Asked/encouraged the
Didi, Sasa

Students own initiative

Table 3 shows the students perceptions towards

the teachers role in encouraging the students to see for
other learning sources. The opinions were divided into
three. In K-13, Kaka and Kiki thought that their teacher
usually asked them for other references, for instance from
the library and the internet.

Mimi
About the source of materials, all students
agreed that the teacher used their English textbook as the
source. Other sources were used as well. As stated by
Mimi, the teacher also used the internet and other books
he had gotten from English teacher socialisation.

students and students own

initiative

How the
teacher gave
materials

The
suitability
between

Positive
State
Respon
ment
dent
Games,
Kaka,
songs,
Kiki,
pictures,
Sasa,
videos,
Mimi
explanation
by words
Suitable
All students

Negative
State
Respon
ment
dent
Almost
Didi
always
explana
tion by
words

STUDENTS PERCEPTIONS TOWARDS THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH CLASS

OF SMP NEGERI 1 GRESIK
the
teacher
started
lessons

materials
given and
those come
out in exams

Didi

Didi

: Menurut saya kurang. Kurang menarik

(laughing) menurut saya. Eee... gurunya itu
selalu menyampaikan suatu materi itu
berupa... berupa ucapan. Berupa ucapan atau
sekedar berbicara begitu. Tidak pernah kayak
memberikan... memberikan video, atau berupa
gambar-gambar, atau apa... Hampir jarang.
Dulu pernah, dulu pernahtapi cuma jarang
lah. Jarang. Mungkin satu kali pertemuan
mungkin menarik gitu, tapi mayoritas biasanya
kurang menarik, biasa-biasa aja.
: In my opinion is not too interesting (laughing).
Eee... the teacher always explaining a material
in... in words. In words or just talking. Never
giving... giving videos, or pictures or things...
almost seldom. He had, he had but seldom.
Seldom. Perhaps a meeting may be interesting,
but the majority are usually less interesting,
ordinary.

teacher
explained
first

Kiki,
Sasa

explained
first, talked
somehing
outside the
study topic

Didi

Table 5 shows two responds towards the way the

teacher started lessons. The positive one was that the
teacher explained first. The other was nearly the same,
but the teacher also added something outside the topic.
Didi

Researcher
Didi
Researcher
Didi

: Kalau menurut saya ya pertama kali

itu kita harus dikasih, istilahnya itu...
permainan. Permainan atau motivasi
lah kalau bisa.
: Gurumu dalam kenyataannya seperti
apa?
: Kalau guruku dalam kenyataan
langsung... langsung ke topic
pembelajaran (laughing).
: Jadi langsung ngomong?
: Iya langsung ngomong... he eh..
langsung pembukaan, tapi kadangkadang juga bercerita tentang
pengalaman hidupnya (laughing), jadi
luar topik... luar topik pembelajaran.

Students perceptions towards the scientific approach

There were eight interview questions regarding to
the scientific approach. Question number seven referred
to the scientific approach as general; that was the
students opinions on how should teachers teach students.
Thus, the answers to this question were not summarized
in a table.
Kaka opined that the appropriate way in teaching
is to encourage the students to be more active. This had
been applied by some teacher and the English teacher
was one of them. Kiki and Mimi had nearly the same
perception. Teachers should have better interaction to
build closeness with students. Sasa, on the other hand,
suggested that the English teacher should give games
related to the lesson in the beginning. That way students
could refresh their minds. In delivering materials, the
teacher also did not explain them in details so students
would explore the rest on their own. Didi also had the
same thought about the way the teacher delivered the
materials. Also, it was needed to deliver them in creative
ways, for instance inviting a native speaker or visiting
places.

Didi
Researcher
Didi
Researcher
Didi

: In my opinion, at first we should be

given, games. Games or motivation if
possible.
: In fact, how is your teacher like?
: In fact, my teacher directly... directly
talked to the study topic (laughing).
: Straightaway?
: Yes, straightaway.. he eh.. to the
opening, but sometimes he also told
about his life experience (laughing),
so out of the topic, out of the study
topic.

Table 6 Students Perceptions towards the Scientific

Approach (Questioning Stage 1)
Positive
Respon
Questions
Statement
dent
Perceptions
Enjoyable, imporAll
about question
tant, needed, good to be students
and answer/disimplemented
cussion sessions
Teachers role in
The teacher wheedled
Kaka,
encouraging the
with questions
Kiki
students to be
active in
The teacher wheedled
Sasa
answer/discuswith questions and

Table 5 Students Perceptions towards the Scientific

Approach (Observing Stage)
Positive
Other
Questi
State
Respon
State
Respon
on
ment
dent
ment
dent
How
The
Kaka,
The teacher
Mimi,

RETAIN. Volume 05 Nomor 01 Tahun 2017, 101 - 110

sion sessions

students initiative
Students intiative

Mimi

The teacher sometimes

wheedled, sometimes
do not

Didi

Table 6 presents students perceptions towards the

questioning stage of scientific approach. The students had
various
perceptions
towards
question
and
answer/discussion sessions. The other question was about
the teachers role in encouraging the students to be active
in questioning stage. One student, Sasa, thought that the
students were both had initiative to ask questions and had
the teacher wheedled with questions.
Researcher

Sasa
Researcher

Sasa

: Itu kan, peran guru itu, gimana

menurut kamu peran guru memancing
siswa untuk aktif bertanya jawab atau
diskusi? Apakah dengan, eee...
melontarkan pertanyaan dulu, atau
siswanya sudah punya inisiatif
sendiri?
: Yaa dua-duanya sih kadang-kadang
memang... apa ya... terjadi.
: Your teachers role, how is your
teachers role in encouraging the
students in asking and answering
questions or discussion? Is it with
wheedling with questions or the
students themselves had initiative?
: Yeah... both of them were
sometimes... what is it... happen.

Then, still questioning stage, there were three

groups of perception towards the students activeness.
One of them was categorised as other. One of the
students stated that, Didi, thought that there were some
students who were active and some were not.
Table 7 Students Perceptions towards the Scientific
Approach (Questioning Stage 2)
The students activeness in
QUESTION
question and answer/discussion
sessions
Posi- Statement
Active
Kaka, Mimi
tive Respondent
Ne
Statement
Usually not active
ga
Respondent
Kiki
tive
OtStatement
Some were active, some were not
Respondent
Sasa, Didi
her
Didi

: Dalam tanya.. oh ya ada beberapa

Researcher
Didi
Researcher
Didi

Didi

Researcher
Didi
Researcher
Didi

anak yang aktif, yang seperti saya

jelaskan tadi. Mungkin kalau anak
yang... apa ya? Istilahnya suka sama
bidang Bahasa Inggris itu mungkin
aktif atau bisa, istilahnya...
menyampaikan sesuatu dalam Bahasa
Inggris dan percaya diri. Namun ada
juga beberapa anak yang mungkin
pandai Bahasa Inggris namun kurang
percaya diri dalam menyampaikannya
itu juga perlu... (laughing) perlu
dibimbing lah sama gurunya. Namun
ada juga (laughing) yang tidak minat
sama sekali tapi juga ada.
: Ada?
: Ada.
: Itu diam?
: Diam terus. Ada. Tapi kalau tulis dia
juga bagus. Mungkin dia tulis...
kurang percaya diri.
: In asking.. oh yeah there were active
students, like I explained before.
Maybe students which... which liked
English might be active or capable,
like... could express something in
English and confident. But there were
students who might be bright in
English but had less confidence in
expressing should necessarily...
(laughing) guided by the teacher.
There were also (laughing) students
who were not interested at all.
: There were?
: There were.
: Were they silent?
: Silent all the time. There were. But
they were good in written. Maybe
they had less confidence.

Table 8 Students Perceptions towards the Scientific

Approach (Collecting Information Stage)
Positive
Respon
Questions
Statement
dent
The teachers role
Promoter
Kaka,
in encouraging the
Sasa,
students to look for
Mimi,
information on
Didi
their own
Usually students
Kiki
own initiative

STUDENTS PERCEPTIONS TOWARDS THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH CLASS

OF SMP NEGERI 1 GRESIK
Four students perceived that the teacher act as a
promoter in encouraging the students to look for
information on their own. However, Kiki thought that
students role was more prominent.
Kiki

Researcher
Kiki
Researcher
Kiki
Kiki

Researcher

Kiki
Researcher
students

ga
tiv
e
Ot
he
r

: Murid biasanya cari inisiatif sendiri.

Ya tergantung. Biasanya wi-fi nya kan
di sini agak macet. Jadi kalau lancar
ya cari-cari yang belum paham gitu.
: Gurunya aktif mendorong nggak?
Misalnya, Ayo cari lewat ini, apa
muridnya punya inisiatif sendiri?
: Ya... cari inisiatif sendiri sih
biasanya. Kebanyakan cari inisiatif
sendiri.
: Tapi gurunya gitu memang
mendorong nggak untuk...
: Kadang-kadang. Kadang-kadang
mendorong kadang-kadang nggak.

Respondent

Didi

Didi
Researcher
Didi
Didi

Researcher
Didi
Researcher
Didi

Table 9 Students Perceptions towards the Scientific

Approach (Associating Stage)

Statement

Respondent
Statement

tugasnya langsung dikirim ke email.

Nah, itu biasanya gurunya juga
kadang, terkadang menanyakan.
Menanyakan misalnya Kamu dapat
data A ini sumbernya dari mana?
ngunu, terus Kesimpulan kamu
belajar bab ini misalnya itu apa?
: Kalau ngasih instruksi gitu jelas
nggak?
: Terkadang ya jelas terkadang itu
juga... agak kurang jelas, jujur
(laughing).
: Jadi kalau kurang jelas itu
tindakannya murid-murid...?
: Iya. Menanyakan ke gurunya. He eh,
tanya lagi terus ya... akhirnya paham.
: Yes... usually if we were asked to
look on the internet, then the
assignments were directly sent by
email. The teacher usually asked.
Asked like From which source you
get this data A? like that, then What
is your conclusion after learn this
chapter?
: Was he clear in giving instructions?
: Sometimes yes sometimes... not
really, to be honest (laughing).
: If he was not clear, what is the
students action?
: Yes. Asked the teacher. Yes, asked
again... then we understood.

Table 10 Students Perceptions towards the Scientific

Approach (Communicating Stage)
Positive
Question
Statement
Respondent
How the
Presentations (group
All students
teacher asked and individual), written
the students
and oral works, wall
to present
magazines, videos,
their works
printed works, e-mails

How the teacher helped the

students in processing
information

Kept an
eye/monito
ring the
students
developme
nt
Kaka
Didi
Mimi
Rarely asked about the
development/progress

The
teacher
gave
instructi
ons

The teacher gave instructions, but

sometimes clear, sometimes not
Kiki, Didi

: He eh... biasanya kalau misalnya

disuruh nyari di internet gitu

Researcher

: The students usually had their own

initiative. It depends. Sometimes the
wi- fi was a bit jammed. If not so we
find out what we did not understand.
: Did the teacher actively encourage?
For example, Come on find out
through this.. or the students had
their own initiative?
: Yeah... their own initiative usually.
Mostly had their own initiative.
: Did the teacher encourage the

QUESTION

Kiki, Sasa

biasanya

Regarding to the associating stage of scientific

approach, a statement classified as other was uttered by
Kiki and Didi. In their opinion, in helping the students
processed information, the teacher indeed gave
instruction. The instructions were clear but sometimes
were not (see Table 9).

Ne

Statement

or...
: Sometimes. Sometimes encouraging
us, sometimes not.

Kiki

Po
sit
iv
e

Respondent

Usually
asked the
students
developm
ent

In presenting works, the teacher asked some

ways like did presentations both group and individual,

RETAIN. Volume 05 Nomor 01 Tahun 2017, 101 - 110

made both oral and written works, wall magazines and
videos. Sasa stated that they had ever printed out their
works and sent emails to the teacher.
Sasa
Sasa

: Eee... itu kadang itu di print, kalau nggak gitu

kita disuruh membuat mading, kemudian di
email ke guru.
: Eee... sometimes printed works, if not so we
asked to make wall magazine, then emailed
works.

Like the results towards the materials, it can be

said that for the entire stages of the scientific approach
students had their perceptions mostly positive.

Students perceptions towards the assessment

Related to the perceptions towards the
assessment, there were four questions that were answered
by the students, started from question number 15 to 18.
Table 11 Students Perceptions towards the
Assessment (Question No. 15)
Positive
Other
Statem Respo
Respo
Question
Statement
ent
ndent
ndent
Perception
Good, Kaka, Quite good, Mimi
towards the
impoKiki,
but did not
assessment
tant,
Sasa, effective in
of attitude
motiva
Didi
preventing
competence
ted
the students
to cheat
Mimi stated a perception which was very
different from others. She said that the assessment of
attitude competence is quite good, but it had not been
really effective in avoiding the students to cheat.
Mimi

Researcher
Mimi
Researcher
Mimi

Mimi

: Ya, menurut saya K-13 cukup bagus,

karena dengan sikap yang ikut dinilai
para siswa tentunya akan lebih
termotivasi untuk tidak
mencontek (laughing), lebih jujur,
serta lebih berani dalam
mengungkapkan apa yang ada dalam
pikirannya, lebih suka bertanya, dan
lebih aktif dalam kelas.
: Jadi, sikap yang ditekankan gurunya
salah satunya jangan mencontek gitu?
: Iya jangan mencontek.
: Itu efektif nggak?
: Mmm... menurut saya belum terlalu
efektif karena masih ada beberapa
yang mencontek.
: Yes, in my opinion K-13 is quite

Researcher
Mimi
Researcher
Mimi

good, because the assessment of

attitude can make students more
motivated not to cheat (laughing),
more honest, and more courageous in
expressing what it is in their mind,
and more active in class and in asking
questions.
: So, one of the attitudes emphasized by
the teacher was not to cheat?
: Yes not to cheat.
: Was that effective?
: Mmm... To me it was not too effective
since there were some who still
cheated.

Table 12 Students Perceptions towards the

Assessment (Question No. 16)
Positive
Question
Statement
Respondent
How the
Observation mainly,
All students
teacher
self- and peerassessed the
assessments
attitude
occasionally
competence
Meanwhile, all students agreed that the teacher
used observation to assess their attitude competence. Kaka
and Kiki added that besides observation, the assessment of
attitude competence was also done by self- and peerassessment although they were applied occasionally or
even were no longer used.
Kaka
antar
Researcher
Kaka
Kaka
Researcher
Kaka

: Biasanya kalau nggak penilaian

teman itu, biasanya guru itu
mengamati muridnya gitu.
: Tapi kalau penilaian diri, penilaian
antar teman gitu pernah nggak?
: Mmm... pernah pas kelas tujuh.
: Usually if not pair assessment, usually
The teacher observed the students.
: What about self assessment and pair
assessment?
: Mmm... When I was in grade seven.

Table 13 Students Perceptions towards the

Assessment (Question No. 17)
QUESTION
The frequency of assignment
Proper
Po
Given regularly,
Statement
sit
depends on individual
iv
Kaka,
Sasa
e Respondent
Didi
Ne Statement
Too many assignments
Mimi
ga Respondent

STUDENTS PERCEPTIONS TOWARDS THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH CLASS

OF SMP NEGERI 1 GRESIK

tiv
Ot
e
he
r

Statement
Respondent

dictionary. Electronic dictionaries itself only require users

to type words to find the meanings . As stated by , the use
of technology is aimed to make learning more efficiently
and effectively. Another source of learning, as stated in
the interview, was a foreigner that came to the class.
Teaching done by foreign or native speakers is not
something new. states the program of EPIK (English
Program in Korea) in South Korea enables native speakers
to teach English in the country. Although this kind of
program is available in some school, this is still
unpopular. It is fascinating if a similar program can be
applied in Indonesia as well.
Related to the questioning stage of scientific
approach, teachers role in encouraging the students to be
active in discussion session can be categorised as
prompters . A prompter should persuade and push students
to make more accomplishments; in this case, by
wheedling with questions to make the students spoke. By
student themselves asking questions, they can increase
their ability in arranging questions. Hence, critical
thinking can be formed for lifelong learning .
In learning process, students are trained to be
more active in seeking information on their own. From the
information they have gotten, they then draw conclusion.
In this stage, teachers should avoid lecturing method but
give brief instructions yet clear with examples . This study
showed that the English teacher had already given
instructions even though sometimes they were not clear.
The students interviewed had their own criterion
of how the appropriate approach to teach students is. Kaka
opined that the appropriate one was teachers ability to
encourage students to be more active. This is in line with
the usage of scientific approach that enables learning to be
centred to students . The usage of games, on the other
hand, is important for Sasa to refresh minds. This agreed
with the statement by that a good teacher will use
candy, that is includes games, songs, and films which
are recreational and educational at once.
For the assessment of attitude competence, the
teacher had already used three out of four ways stated in
Permendikbud No. 66/2013. Journal was not one of them,
since it was a teachers note about the strengths and
weaknesses of each student; hence, the students had no
idea about it.

It depends on the frequency of the

other subjects assignments
Kiki

The frequency of assessment, unfortunately, was

too often according to Mimi. It could three to four
assignments per week.
Mimi

: Menurut saya terlalu banyak, karena

seminggu itu bisa sampai tiga
sampai empat
tugas.
Mimi : I think they were too many, because
in a
week there could be three to four
assignments.
Table 14 Students Perceptions towards the
Assessment (Question No. 18)
Positive
Ques
tion

Statement

How
the
teacher
gives
assignments

Wall magazines, posters, group

and individual works, interviews,
typed works, e-mailed works,
videos, handmade artwork,
projects, Quipper School social
media, classwork, homework

Respon
dent
All students

The way the teacher gave assignments was

various. Didi gave example on their using of a social
media named Quipper School.
Didi

Didi

: Eeee... enggak sering. Tapi kemarin itu guru

Bahasa Inggris saya itu memberikan kayak
sosial media... namanya Quipper... Quipper
School. Nah, disitu itu, kita saling... semua
kelas 8-A ini terkoneksi jadi gurunya itu
memberikan tugas. Tugasnya itu lewat online.
Kita itu mengerjakannya lewat online dan
hasilnya nanti terkirim ke gurunya. Tapi itu
cuma tiga minggu terus sudah (laughing)
nggak ada kabar lagi.
: Eeee... not often. But my English teacher once
gave us a social media... named Quipper...
Quipper School. There we... all students of
8-A were connected so the teacher gave us
assignments. Online assignments. We
did them online and the results were sent to the
teacher. But it was for three weeks only and
(laughing) not used anymore.

CONCLUSION
Based on the results and discussions of the data
stated previously, it can be concluded that almost even
though the students had different perception towards the
implementation of 2013 Curriculum in their English
class, generally the implementation of it agreed with the
existed theories. However, the implementation was not

Based on the results above, it was evident that K13 is strongly associated with the use of information
technology, such as internet, videos, and songs. Teaching
and learning from the internet belongs to the usage of
computer-based technology . At least according to one
student, the teacher also employed the use of electronic

RETAIN. Volume 05 Nomor 01 Tahun 2017, 101 - 110

yet fully well applied since this is a new curriculum and
there is no perfect teacher.
After analysed, mostly the students had positive
perceptions. There were some perceptions categorised as
negative and other but the ones grouped as positive
were more in numbers. Thus, it can be said that students
perceptions towards the implementation of K-13 in terms
of the materials, scientific approach and assessment were
mostly positive.

Kemdikbud. (2013). Pembelajaran Berbasis Kompetensi

Mata Pelajaran Bahasa Inggris Melalui Pendekatan
Saintifik. Jakarta: Kementerian Pendidikan dan
Kebudayaan.

SUGGESTIONS
Almost all students perceived the assessment of
attitude positively. It should be noted that attitude is not
less important than knowledge and skill. For K-13 in
general, it could be a good idea if attitude education is
made a separate subject. The extension of lesson hours
for religion subject will be a good idea too. Not to be
forgotten, spiritual attitude is a part of attitude
competence as well.
It can be both general and specific suggestion for
English subject that teachers should pay attention to the
changing of learning pattern form teacher-centred to
student-centred. Based on the interview, the students
were still dependent on teachers commands. The
changing of the learning pattern still also had problem in
the habit of active learning. To overcome that, teachers
can expose students to more practices, such as by
exposing students to numbers of discussions and group
works. Moreover, the language itself has a role as
communication tool.
The school facilities also play important role.
Many schools nowadays have equipped with technology,
but the role of books is still important. It will be an irony
if a schools technology is good but it does not have
enough books in its library.
Finally, future researchers can choose other topics
from K-13 to be studied, for example the study of other
aspects of K-13 and perhaps teacher or students
perceptions towards that. Also the discussion of the
differences between teaching/learning English using
KTSP and K-13 will be a good idea.

Nuh, Mohammad. (2013). Tiga Kebijakan untuk Dunia

Pendidikan. Dikbud, 5.

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