THESIS

Khasanah Irma Nur.2015. The Implementation of 2013 Curriculum by The English Teacher and Its Barriers. Faculty Walisongo State Islamic  University Semarang.

Link;https://drive.google.com/drive/folders/0B4-dxtpjZEmxaU1ncDhiTDhFOTg 

Resume;

The research was about the implementation of 2013 curriculum by the English teacher and Its Barriers. The research’s reason choosing the topic is the implementation of 2013 curriculum is still controversy, objectives of 2013 curriculum are for Indonesian better education. The objectives of the research was to know the implementation of 2013 curriculum by the English teacher on the dimensions are teaching learning planning, teaching learning process, evaluation, and its barriers at the 10^th grade of SMAN 1 Rembang in 2014/2015 academic year. The research methodology   employed in this was descriptive qualitative method that the data was collected by using observation, interview, and documentation. The result of the research shows that the implementation of 2013 curriculum by the English teacher on the three dimensions has the barriers. There are as follow;

1.      The teaching learning planning which is covered in lesson

plan used scientific approach based on almost all the principles of lesson plan arrangement mentioned in permendikbud of 2013 curriculum and syllabus. The barriers of this dimension are choosing the right method and making the right instrument of authentic assessment that will cooperate to cover three learning domains and to support the success of Core and Basic Competence interpretation in the learning process.

2.      The teacher organized the teaching learning process based on the lesson plans that have been prepared. It used scientific approach well. The barriers on the planning dimension makes some characteristics of ideal teaching learning process mentioned in permendikbud of 2013 curriculum incomplete. Moreover, the use of media is not optimal by the teacher.

The learning evaluation is conducted by the teacher based on what is planned on the dimension of planning including the barriers that affect it. So, the biggest portion of evaluation is using non-authentic assessment that also gives the biggest emphasis on cognitive domain. It is not same as the mandate of 2013 curriculum in permendikbud to use authentic assessment.