Do We Have to Leave K13?  

Oleh:

Tyas, Titis Agunging ; Purnomosasi, Lusia Kristiasih Dwi

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 601-604.
Topik: K13; implementation; teacher’s voice; student’s voice
Fulltext: hal 601.pdf (15.04MB)

Isi artikel

The study conducted by Purnomosasi and Tyas (2014, p. 1) shows that the implementation of K13 at six Junior High Schools at Kota Madiun got some hurdles especially in teaching and learning English. They found that there was no integration between the English skills, the situation and condition of the schools influenced the teaching and learning process, assessment became one of the difficult things to be administered by teachers, and the questioning phase in the scientific approach was the salient difficulty during the teaching and learning process. These findings support the government policy to halt the implementation of K13 in all level of education all over Indonesia. This curriculum was still pilot projecting for two years. It needed evaluation not a stoppage but the change of the wind in the government side and a lot of negative obstacles which were blown up in the implementation of this new developed curriculum polished the policy. It looked too immature to issue this policy but it seemed that everybody agreed to stop this curriculum. In yet, the research conducted by Purnomosasi and Tyas (2014, p.1) revealed some positive ideas to have this curriculum implemented. These researchers found that basically the students felt fun with the English teaching and learning activities during the K13 implementation. The students were accustomed to its assessment. K13 made the teacher and the students creative as well. In short, the government policy related to K13 implementation stoppage should be wisely considered again by listening to the student and teacher’s voices

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