CRITICAL JOURNAL REVIEW

ENGLISH TEACHING MATERIAL DEVELOPMENT

“Implementation of Curriculum 2013”
Lecturer : Dr. Anni Holila Pulungan, M.Hum.

CREATED BY :

Indah Febrianty (2201121025)

Nita Khoiriah (2203321028)
Nurul Nabila Madaniyah (2201121014)
Majdina Hanifah (2203321029)
Reina Raisya Hasibuan (2203321037)
Resyalwa Azzahra Harahap (2203321009)
DIK 20 F

FACULTY OF LANGUAGES AND ARTS

ENGLISH DEPARTMENT
MEDAN STATE UNIVERSITY
2021
No. Journal Identities Strenght Weakness Summary Contribution to the study
1.  Journal Title:  For the  Although it Introduction The contribution that the
ENGLISH introduction it has given the Kurikulum 2013 (K13) had been implemented for several first journal give to our
TEACHERS’ has explained summarized years, however, senior high school English teachers in Ambon study as a student of
EXPERTISE IN about the but to finding city still have difficulties in designing and implementing lesson university is help us easier
DESIGNING AND curriculum of the point of plans to be applied in their respective classrooms. Thus, the to understand more about
IMPLEMENTING K13 still difficult. objective of this research was to describe the expertise of the how the curriculum work,
LESSON PLAN completely. English teachers at senior high school in Ambon city in train the teacher’s mind in
FOR  In the part of designing and implementing lesson plan in the teaching and approach their student by
KURIKULUM research learning process based on the characteristics of K13. Survey using some methods
2013 method the method was used in this research and the instrument for data trough the syllabus that
 Name of Journal: data it has collection was questionnaire. 25 English teachers from 10 has been given by the
JOURNAL OF explain detail senior high schools participated in this research. Data was Minister of Education
TEACHING AND from the analyzed using descriptive statistics. The result of the which has setted by the
LEARNING method that questionnaire shows that in average 79.27% of the teachers Government for the
 Edition: VOL 5 NO has use, the conformed that they were able to design K13 lesson plan and continuity of education in
2 2020 main source of 83.62% of the teachers asserted that they could implement the Indonesia. And also this
 Author: Karolis the study and lesson plan in their respective classroom effectively. journal show us to the
Anaktototy, Stella even data Since 2013 Indonesian government had issued a new importance of the role of
R. Que, Christian collected. curriculum called Kurikulum 2013 (K13) to be implemented in the teacher which is can
A. Lewier  For the schools in Indonesia. To implement the curriculum, the affect student’s learning
 Publisher: discussion it government has issued several criteria formulated in the development.
CURRICULA has gave two standard process as stipulated in the regulation of Ministry of
figures and Education and Culture number 22, year 2016. The standard
each figure process of education stated in the regulation includes planning
give the of learning and its implementation in the classroom. In
summarized planning teachers are required to plan learning activities that
for make the will be carried out by students to achieve the expected
readers more competencies. When planning has been prepared, the next step
understand. is to conduct learning activities based on the learning
procedures planned in the lesson plan.
Research Method
 The method used in this study was survey method. 10 state
high schools out of 16 state high schools in Ambon city were
taken as sample. The main source of data in this study was
questionnaire. Data collected through questionnaire were
analyzed quantitatively. Likert scale was used to measure
teachers’ opinion about designing and implementing lesson
plan. Teachers’ opinion was categorized into four categories.
The categories were (a). strongly agree; (b). agree; (c).
disagree, and; (d). strongly disagree. Each category was given
weight in which the high score was 4 for strongly agree, 3 for
agree, 2 for disagree, and 1 for strongly disagree. Raw data of
teachers’ opinion were calculated based on weight of every
category to find the score for every statement (Riduwan, 2003).
The score of every statement was then categorized into 4
qualities. The 4 qualities were (a). 0-49 was poor; (b). 50-69
was fair; (c). 70-79 was good and; (c).80-100 was excellent.
Besides, document study was conducted to check the teachers’
lesson plan. There was also classroom observation to observe
the implementation of lesson plan.
Conclusion
To implement Kurikulum 2013 in the learning process the
English teachers were able to design lesson plan although they
still work together with other teachers. It was found that there
was still discrepancy between one component and another
component. The learning process in class has been
accomplished based on every step of the designed lesson plan.
Apart from the teacher's knowledge and understanding about
Kurikulum 2013 and its implementation in the learning process,
there were still some difficulties faced by teachers such as
writing learning objectives, learning achievement indicators,
and activities that promote critical thinking activities. In
designing the lesson plan the teachers should pay attention to
 time allocation for each activity. Each designed activity may be
ineffective if the time allocation is not appropriate

2.  Journal Title:  In the journal  In the Introduction For the second journal, tell
Implementation of there are so explanation Education in elementary school is the initial education of us that each school has
Thematic Learning many section on learners in building their knowledge widely by doing various their own ways to teach by
on Curriculum statements implementation activities that have been determined at every level. According developing all the method
2013 in 4th Grade from experts and difficulties to Santrock (2010: 107), elementary school education is the that they have in order the
Elementary School that it is in initial education of children interact and develop relationships learning process can help
 Name of Journal: possible that implementing with other children and at this level children get many sources the students develop faster
International these thematic of ideas to build children's understanding. At the elementary and catch in the
Journal of statements are lessons in the school level, there is a provision on the educational goals that understanding of the
Pedagogy and completely 2013 must be achieved and controlled by the child at every level, material explained by the
Teacher Education accurate. curriculum, where the provision has been determined by the government. teacher. The media that
(IJPTE)  In the journal it they should be Each child seeks to gain extensive knowledge in order to helped the teacher while
 Edition: (Vol. 2 | has been made distinguished compete with children in different areas. The materials given at doig the learning process
Focus Issue- into 2 tables or made into each level of education have been adjusted to the level of each also mentioned in this
January 2018) and from each tables to make level and according to the level of ability of the child at that age journal. for the textbook,
 Author: Yusrina, H. table it is it easier for so that all the knowledge learned by the child can be accepted the teacher only used the
, Yamtinah, S. , clarified and readers to optimally. As the opinion of Santrock (2010: 40) who argue book that given by the
Rintayati, P. briefly understand that education should be in accordance with the development of Government and there’s
 Publisher: explained the them. children because appropriate knowledge of child development no addition book for
Creatives results of the will help provide understanding at the optimal level in the learning process.
Commons observations so teaching and learning process.
as not to make Research Method
the reader The research method used is qualitative research method.
confused about Qualitative research is a research method used to examine the
the results of condition of scientific objects and research results that
his emphasize the meaning of the generalization (Sugiyono, 2015:
observations. 9). The result of this research is in the form of description. The
 In the population in this study is the public elementary schools in the
discussion Gugus Pattimura (Groups consisting of several Schools that
section, it is have implemented the 2013 Curriculum as determined by the
explained in Education Office of Klaten District) that has implemented the
detail the curriculum 2013 in the period 2016-2017. The sample used in
implementation this research is 4th-grade teacher of elementary school.
used in Techniques used to collect data in this study using in-depth
Curriculum 13, interview techniques, observation, and document analysis.
it is also Interview techniques are used to find out how the activities of
explained the teachers in implementing thematic learning for learners and to
difficulties in find out the needs of teachers in implementing thematic
implementing learning in order to support learners to gain broad knowledge
the thematic and can understand all the material optimally in accordance
lessons in the with the learning objectives to be achieved. Observation
2013 technique aims to know the implementation of thematic
curriculum. learning in the curriculum 2013, both in terms of how teachers
implement, know the constraints faced, and what needs are
required for learning activities to be more optimal.Data
collection instruments are interview guides, observation sheets,
and document analysis sheets. Data obtained from various
sources, either interview guides, or observation sheets, or
document analysis sheets were validated using triangulation.
Triangulation is a technique based on a phenomenological
mindsetthat is multiperspective or to draw a solid conclusion
and requires more than one point of view (Sutopo, 2002: 78).
Analysis of data used to draw final conclusions on the results of
data, both from interviews, observations, and documents using
interactive analysis techniques from Miles & Hubberman
(2014: 14), namely: a) Data collection; b) Data condensation; c)
Presentation of data (data display); and d) Conclusions.
Conclusion
Based on the results of research and discussion it can be
concluded, all teachers have implemented thematic lesson in
curriculum 2013. There are some teachers who still have
 difficulty in the implementation. Difficulties experienced by
teachers, among others, in the making of the lesson plan, the
implementation of thematic learning, assessment process, and
develop the material in every learning. This is because of the
needy costs, the amount of time required, and the teacher has
other work to do besides teaching. And the implementation of
thematic learning, teachers still need other references to deepen
the material and to develop the ability of learners to be more
independent in learning activities and tailored to the
competencies that must be achieved. The second requirement is
that teachers need adequate facilities for the implementation of
thematic learning can be maximized. In addition, teachers need
regular coaching on the implementation of thematic learning so
that learning activities can be given to learners maximally.

3.  Journal Title:  In the first  It's hard to Introduction Everything will not go
Indonesian figure section find where are Good learning is, learning that is able to increase the smoothly and find
Curriculum 2013: there are 3 the important competence of learners, in accordance with the formulation of obstacles in applying the
Instructional boxes that points of this learning outcomes that have been formulated previously. When methods, so in this journal
Management, explain journal implementing the learning activities, the teacher should focus the teacher can also find
Obstacles Faced by curriculum 13 discussion on the harmony of the learning materials, media, and learning things that can help if there
Teachers in where there is  There are also methods which are going to bein the classroom [19]. Learning are obstacles in the
Implementation and a plan then to a lot of is the main core educational services provided by schools to learning process. So in this
the Way Forward implementation unnecessary students [19]. Learning activities undertaken by teachers should third Journal help us to
 Name of Journal: and finally and unrelated be based on certain rules. Before teacher implement clear all the obstacles that
Advances in Social evaluation. numbers in instructional activities, they prepare everything needed at the may be happened in the
Science, Education  In the journal the journal time of teaching in the classroom, so that learning activities can class during the learning
and Humanities there are also be conducted properly and achieve the desired learning process.
Research some small objectives. Teacher must prepare the programs of learning, if
 Edition: Volume notes about they are to be implemented in class [7]. Teachers need of the
128 how the lesson plan and teaching materials which integrated with
 Author: Imam condition of education [59]. Teachers have to consider what kind of good
Gunawan the class taught learning for their students ([49], [19]). Instructional materials
 Publisher: Atlantis by the teacher which developed by the teacher will assist the learning process
Press in the use of and can be used as the examination tool for student learning in
curriculum 13 classrooms [44]. It is important for the teacher to practice
there are also instructional management while conducting a class [19]. The
answers from learning activities will be meaningful when prepared properly
the teacher by the teacher. The teacher should also be considering the
about prevailing Curriculum 2013, when developing learning
important activities. There are still pros and cons found in implementing
things about the Curriculum 2013 particularly in the academic community
curriculum 13. [3]. The objective of Curriculum 2013 is creating productive,
 In the creative, innovative, through strengthening affective attitudes,
discussion skills, and integrated knowledge for Indonesians [48].
section, it is Nevertheless, despite the complexity of the Curriculum 2013,
explained in there are also some opportunities which can positively
detail about the influence the teaching and learning practice [43]
implementation Research Method
that must be This research used a qualitative approach. The design of
improved for qualitative research was mainly located within constructivism
the sake of paradigm, which was also used interchangeably with
effectiveness in interpretivism ([9], [5], [35]). The presence of researchers as a
learning and key instrument research and also in search of information to
also the obtain valid data, so that the data obtained is compiled into a
obstacles faced report that can be accounted for ([19], [34]). This research was
by teachers in conducted in seven Elementary School in Malang City, East
implementing Java Province, Indonesia. The research instrument is the
this 13 researcher himself. Data was collected through interviews,
curriculum. observation, and documentation. Informants in this research
were teachers, principals, and supervisors. When referring to its
nature, the data source is divided into two, namely human and
nonhuman. The human data sources contain words or actions
through interviews and observations, while nonhuman data
sources were written source in the form of documents, archives,
photographs, and information that support the data from the
research informants. The documents analyzed included schools
annual program, the semester program, syllabus, lesson plans,
and assessment instruments. The analysis of data was
performed with the data collected from the research subject,
using purposive sampling technique. Data analysis was
performed through three steps as proposed by Miles.In
addition, there are also teachers who make little notes about the
condition of the class they teach. The records used as an
opinion in preparing lesson plans in the future. The notes are
set forth in the daily work plan. The following conversation
between the researcher and the teacher are: Researcher : How
the teacher view about the characteristic of Curriculum 2013?
Teacher : Curriculum 2013 is a development from Curriculum
2006 (Kurikulum Tingkat Satuan and Huberman [36], are: (1)
data reduction; (2) data display; and (3) conclusion. Qualitative
data analysis carried out simultaneously with the process of
data collection, meaning that these activities held during and
after data collection [16]. Observation, documentation, and
interview triangulated to ensure the same data. Researcher
engaged in a domain analysis [53] of the file documentation,
interview transcripts, and the field notes. First, researcher read
through the entire data set, and then organized our data set
around three topics based on specific research questions.
Conclusion
Based on the results of this research we concluded that: the
first, the management process applied learning is the learning
of planning activities, implementation of learning activities,
and evaluation of learning activities. The second, the
constraints faced by the teachers' lesson plans are still not
referring to the Curriculum 2013; application of learning with a
scientific approach by the teacher is not optimal; teachers less
than optimal in applying the learning model; and teachers are
not optimal assess student learning outcomes that cover three
domains of learning, namely the attitude, knowledge and skills.
And the third, alternative solutions to resolve the problems
faced is the need to make mentoring to teachers on the
implementation of Curriculum 2013 (which deals with lesson
plans, scientific approach, models of learning, and assessment
of student learning outcomes) and conducting lesson study
club.