Analysis on The English Teachers' Understanding In Implementing the 2013 Curriculum

This research aimed at analyzing the problems of secondary English teachers working for schools around Yogyakarta in
implementing the 2013 Curriculum (C-13). The specific targets were analyzing data concerning: teachers’ understanding of C-13
content; teachers’ problems in applying C-13; and the result of analysis related to English teaching documents used by the observed
teachers. This was a Multisite-case Study involving 25 secondary English teachers. The data were in the forms of primary or
qualitative data (i.e. interview results with teachers) and secondary or quantitative data (i.e. various documentation of teachers’
administrations available at the observed schools) and unstructured interview results. The compiled data were analyzed based on the
type of data respectively. The interview results were analyzed using Aiken's V formula, while the secondary data (the relevant
documents) were analyzed using content analysis of McDonough & McDonough model. The analysis results showed that most
teachers were found mismatching especially in: understanding the implied message of the terms ‘integrated’; embedding the 9 items
of moral values suggested in the C-13 to teach; and finding discourses which really matched with the C-13 target and the learners’
needs all at once. The problems had affected mismatching in their teaching’s implementation. This fact of course, needs further
solutions through the next advanced study