ABSTRACT
2013 curriculum is the newest curriculum conducted in Indonesia. To measure
students’ AC in 2013 curriculum, there were many assessments need to be
implemented by the teacher. This research is conducted to explore more about a
study on the implementation of AC in teaching English at SMPN 1 Geger
Madiun. The objectives of the research are to explore and describe; 1) the English
teacher’s attitude towards the implementation of AC; 2) assessments used by the
teacher to assess students’ AC; 3) problems the teacher encountered; 4) how the
teacher solve the problems; 5) activities that can improve students’ AC; and 6) the
effect of AC to the English achievements. Case study is applied in this research.
The respondents of this research are an English teacher from SMP N 1 Geger
Madiun and the VII grade students. The respondents are chosen through purposive
sampling. The events are the teaching and learning processes. The documents
analyzed are the syllabus and the lesson plan of English subject of 2013
curriculum, the teachers’ profile, students’ attitude information, and students’
English achievements. The techniques of collecting the data are observation,
interview, questionnaire, and documentation. To analyze the data, the Interactive
Model proposed by Miles and Hubermen was used.
The findings demonstrate that: (1) The teacher has a positive attitude towards the
implementation of AC; (2) The teacher implemented 3 kinds of assessments, those
were observation, journals, and peer evaluation; (3) The problems in the
observation were limited time and teacher’s subjectivity. The problem in journal
was also limited time, while in peer evaluation, the problem is students’
subjectivity; (4) The solutions for the problems in observation; the teacher
assessed the students’ AC outside classroom, in journal; the teacher also assesses
students’ AC outside classroom and records the information from the other
teachers, in peer evaluation; the teacher conducted peer evaluation more than once
per semester; (5) to enhance the students’ AC, the school provided intra-curricular
and extracurricular activities. While in teaching and learning process, the teacher
provided various kinds of learning approach and methods, reminded and corrected
students’ attitude, gave advices and motivation, and integrated AC and the
materials, (6) the students’ AC significantly affect the students’ English
achievement.
Keywords: 2013 curriculum, attitude competence, assessments, case study.