The Problems in the Implementation of the 2013 Curriculum.

This study aimed to investigate the implementation of the 2013 Curriculum in senior high schools. In addition, this study was meant to investigate the problems faced by the English teachers in implementing the 2013 Curriculum during the teaching and learning process, the factors contributing to the problems in implementing the 2013 Curriculum, and the impacts of the problems on the implementation of the 2013 Curriculum. This study was classified as a case study research involving two senior high schools in Wonosobo, Central Java. These schools were chosen as they were ex-RSBI (pioneering international standard school) and they implemented semester credit system of the 2013 Curriculum. The data were collected by using in-depth interviews, document analyses and classroom observations. The data were then analyzed by applying Miles and Hubberman (2004) qualitative analysis that consisted of the data condensation, the data display, and conclusions drawing. The research findings showed that: 1) the 2013 Curriculum was not effectively implemented in the English teaching and learning process within both schools because the English teachers faced some problems. 2) The problems in the implementation of the 2013 Curriculum within both schools were: the difficulty in implementing the students-centered learning in all classes, the complexity in teaching English with different kinds of English subject and grades, the limited time available for teaching English, the discrepancies between the English materials to be taught and the time allocation, the lack of facilities which support the implementation of the 2013 Curriculum, the unavailability of the English textbook based on the semester credit system, the complicated authentic assessment administration, and the difficulty in implementing the learning models supported by the 2013 Curriculum. 3) Factors contributing to the problems in implementing the 2013 Curriculum were: teaching multiple English proficiency levels of students, teaching large classes, test-oriented motivation of students, teachers’ adaptation phase, overload teaching schedule, the difficulty in understanding and memorizing all students, time-consuming, the government policy, the school institution policy, and unfinished school renovation. 4) The impacts of problems on the 2013 Curriculum implementation were: initiating teachers’ creative efforts, teaching English with the teacher-centered learning, making mistakes in delivering the English materials, limited time and study loads, less practicing English in the class, obstructing the ICT-based English learning, extra responsibility to collect teaching resources, applying the authentic assessment improperly, and performing less effective teaching and learning processes