Abstrak |
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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. |