The Process of English Language Teaching: A Case Study of The Implementation of Curriculum 2013 at SMPN 4 Pakem.

This study aims to describe the process of English language teaching carried out by teachers at SMP N 4 Pakem, whose focus is to reveal how the teachers plan the lesson, deliver a lesson and assess students’ achievement. This research was a case study conducted to investigate the process of English language teaching at SMP N 4 Pakem in Sleman Regency from July to August 2018. The participants were three English teachers teaching students of different grades. The data were collected through shorter case-study interviews, direct- classroom observations, and documents. The data were then analyzed under the data analysis adopted from Miles, Huberman, and Saldana (2014) including data condensation, data display, conclusion drawing and verifying. The findings revealed that there were several strategies used by the teachers in teaching. In planning lesson, the teachers considered aspects of lesson planning, designed own lesson plan, adapted the other teachers’ lesson plans, considered previous lesson plans, discussed with the other teachers, considered the characteristics of the students and the materials, and designed lesson plan with numbers of components. In delivering lesson, the teachers implemented the process of teaching through three stages, provided feedbacks, fostered character building, prepared and used media for learning, gave space for students to actively learn, used English in the classroom, figured out various roles, applied inductive learning, and integrated technology. In assessing students’ achievement, the teachers conducted assessment for attitude, knowledge and skills, used authentic assessment, varied different types of assessment, prepared assessment devices, integrated technology in assessment, and established enrichment and remedial programs. The research concluded that the most unique characteristic of the teaching process was that all teachers at SMP N 4 Pakem independently fulfilled the requirement of Curriculum 2013. They did the process of lesson planning, lesson delivery and students’ achievement assessment by themselves to reach the maximum result of English language teaching. This was indicated by the existence of self-designed teaching instruments including lesson plans, learning materials, and assessment devices