EVALUASI IMPLEMENTASI KURIKULUM 2013 MATA PELAJARAN BAHASA INGGRIS PADA SEKOLAH MENENGAH ATAS DI SULAWESI TENGAH

Disertasi ini berjudul “Evaluasi Implementasi Kurkulum 2013 Mata Pelajaran Bahasa Inggris pada Sekolah Menengah Atas (SMA) di Sulawesi Tengah” merupakan penelitian evaluatif terkait kualitas implementasi kurikulum 2013 mata pelajaran bahasa Inggris. Latar belakang penelitian ini didasari oleh fakta bahwa rata-rata kemampuan bahasa Inggris siswa pada tingkat SMA masih rendah. Fakta-fakta tersebut dibuktikan dengan beberapa temuan awal seperti hasil ujian nasional (UN), perolehan skor Testing of English as Foreign Language (TOEFL), Testing of English for International Communication (TOEIC), English Proficiency Indeks (EPI), dan temuan lain berdasarkan penelitian terdahulu. Tujuan penelitian ini mengevaluasi kualitas implementasi kurikulum 2013 mata pelajaran bahasa Inggris. Penelitian ini menggunakan metode gabungan (mixed-method) model paralel konvergen. Karena penelitian ini sifatnya evaluatif, model evaluasi yang digunakan adalah model sistem pendidikan. Responden yang terlibat dalam penelitian ini adalah 66 guru bahasa Inggris dan 112 siswa dari 20 SMA di 6 kabupaten/kota di Propinsi Sulawesi Tengah. Adapun teknik yang digunakan dalam menentukan sampel penelitian ini adalah multi-stage sampling dan purposif sampling. Teknik pengumpulan data menggunakan kuesioner, wawancara, dan analisis dokumen terkait, adapun untuk analisis data menggunakan teknik deskriptif kualitatif dan statistik inferensial regresi linear berganda. Temuan penelitian ini menggambarkan bahwa: pertama, desain kurikulum 2013 mata pelajaran bahasa Inggris perlu penyesuaian dan operasionalisasi berdasarkan tingkat pemahaman dan kondisi guru di Sulawesi Tengah; kedua, daya dukung lingkungan dan fasilitas sekolah dalam upaya meningkatkan kompetensi komunikatif siswa masih rendah; ketiga, tingkat kesiapan guru masih rendah dalam mengimplementasikan kurikulum 2013; keempat, tingkat kesiapan belajar siswa masih rendah; kelima, proses pembelajaran bahasa Inggris menggunakan kurikulum 2013 belum sepenuhnya efektif, guru masih banyak menemui kendala dalam menerjemahkan prinsip dan karakteristik kurikulum 2013 dalam pembelajaran bahasa Inggris; keenam, capaian hasil belajar siswa masih rendah. Berdasarkan hasil uji hipotesis ditemukan bahwa kualitas kualitas desain kurikulum, daya dukungan sarana-prasarana serta kesiapan guru dan siswa, dan kualitas proses pembelajaran berpengaruh terhadap kualitas hasil belajar siswa. Berdasarkan temuan di atas, peneliti merekomendasaikan beberapa hal: 1) perlu dilakukan operasionalisi desain kurikulum 2013 untuk menyesuaikan dengan tingkat pemahaman dan kondisi guru di Sulawesi Tengah; 2) perlu dilakukan kajian dan internalisasi prinsip dan filosofi pembelajaran dalam kurikulum 2013; 3) adanya perbaikan mutu program pelatihan peningkatan profesionalisme guru; 4) budaya membaca dan meneliti guru perlu ditingkatkan; 5) guru harus memahami arah pembelajaran abad 21; dan 6) guru harus mampu beradaptasi lebih cepat terhadap perkembangan teknologi dan informasi serta segala bentuk inovasi dalam pembelajaran. Kata kunci: evaluasi kurikulum, kurikulum 2013, pembelajaran bahasa Inggris -------- This dissertation entitled “Evaluation of 2013 Curriculum Implementation at Senior High Schools in Central Sulawesi” is an evaluative study related to the quality of the implementation of the 2013 English curriculum. The background of this research is based on the fact that the average English language ability of students at the high school level is still low. These facts are proven by several initial findings such as the results of the national examination (UN), results from Testing of English as Foreign Language (TOEFL) score, the Testing of English for International Communication (TOEIC), the English Proficiency Index, and other findings based on previous research. The purpose of this study is to evaluate the quality of the implementation of 2013 English curriculum. This study uses a mixed-method convergent model. Since this research is an evaluative in nature, the evaluation model used is Educational System Evaluation Model. Respondents involved in this study were 66 English teachers and 112 students from 20 high schools in 6 districts/cities in Central Sulawesi Province. The technique used in determining the sample of this study is multi-stage and purposive sampling technique. While this research used questionnaires, interviews, and document review to collect data, for data analysis this research used qualitative descriptive techniques and inferential statistics with multiple linear regression.. The findings of this study show that: first, the design of 2013 English curriculum needs to be adjusted and operationalized based on the level of teachers’ understanding and conditions in Central Sulawesi; second, the level of support of school environment and school facilities in an effort to improve students’ communicative competence is still low; third, the level of teachers readiness is still low in implementing the 2013 curriculum; fourth, the level of students learning readiness is still low; fifth, the process of learning using the 2013 English curriculum has not been fully effective, teachers still encounter many obstacles in translating the principles and characteristics of the 2013 curriculum in teaching; sixth, student learning outcomes are still low. Based on the results of hypothesis testing, it was found that the quality of curriculum design, the level of support of infrastructure and the readiness of teachers and students, and the quality of the learning process affect the quality of student learning outcomes. Based on the above findings, the researcher recommends: 1) 2013 English curriculum design needs to be adjusted based on the level of understanding and conditions of teachers in Central Sulawesi; 2) it is necessary to study and internalize the principles and philosophy of learning in the 2013 Englsih curriculum; 3) there should be an improvement in the quality of training programs for enhancing teacher professionalism; 4) the culture of reading and researching of the teachers need to be improved; 5) teachers must understand the direction of the 21st century learning; and 6) teachers must be able to adapt more quickly to the development of technology and information and all forms of learning innovation. Keywords: curriculum evaluation, 2013 curriculum, English language teachin