Scientific Approach in the 2013 Curriculum: A Conceptual Evaluation and the Implementation in English Language Lesson  

Oleh:

Siregar, Rosdiana

Jenis: Article from Proceeding
Dalam koleksi: CONEST 11: The Eleventh International Converence on English Studies, Jakarta, Unika Atma Jaya, page 41-45.
Topik: scientific approach; curriculum implementation; English language class; conceptual clarity; conceptual terminology; proficiency
Fulltext: hal 41-45 Rosdiana Siregar.pdf (8.7MB)

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Perpustakaan PKBB Nomor Panggil: 406 CES 11 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Since 2013 Curriculum implementation in some Indonesian schools in 2013/2014 Academic Year last year, Indonesian teachers have been familiarized with the scientific approach (observing, asking questions, collecting information, associating, and communicating) as it is now discussed in most discussion about the new curriculum and also in the training to socialize the implementation of the new curriculum. This new curriculum will become fully operative for all national schools in the 2015/2016 Academic Year. The Ministry of Education and Culture believes and claims that this new approach will be successfuly bringing Indonesian students to challenge competition in this globalization era and that the new curricullum emphasizes the process of learning rather than simply the end result. The teaching learning process has to be based on this scientific approach, including in the English language class. However, the curriculum documents reveal a disturbing lack of conceptual clarity of the mentioned approach creating confusion to the teachers as well as creating potential different varieties of implementation in the lesson planning of activities. This paper’s aim is twofold, to evaluate conceptual terminology of the scientific approach, as designed in 2013 Curriculum and to evaluate its possible implementation in the teaching learning process of language learning. Evaluation is made for appropriate application. Despite the skeptical implication of the new curriculum, the urgency is not to refuse but to implement it. The success and failure of the implementation are affected by understanding the underlying principle and conceptual terminology as the very basic core. Furthermore, as English Language teaching in junior and senior high school in Indonesia emphasizes the language skills proficiency, sufficient effort has to be made to adjust implementation in the teaching learning process. It is required that the scientific approach to be put succesfully into real action in the teaching learning activities.

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