CHAPTER II

THEORETICAL REVIEW

A 2013 Curriculum

1 The Definition of 2013 Curriculum

Curriculum is a tool that determines the aim of education. The successful of learning is
depending on some aspects and one of the crucial aspect to be taught is curriculum. Join
Teaching Committee (2011) stated that the core curriculum has been formulated on the basis of a
concept of learning both as an individual and also a communal process of building knowledge
and skills. Thus, learning activities can be done based on its applied curriculum. Sholeh (2013 :
11) has different sight of curriculum. On his new book, he says that curriculum is a written
document about education program in certain school which must be implemented on their
academic year. Hoover et all (1998 : 27) have similar overview. They assert that curriculum is a
learning planning that being created by school as guidance for teacher and student on conducting
teaching learning activities. From those definitions, it can be concluded that curriculum is a
written document that regulate teaching learning activities in certain academic years that must be
implemented on school.

Era will always change and move, so does the education. This could happen because
education itself will always be in line with the development of global era. Hence, the alteration
of Indonesians curriculum is needed. Education should be conducted optimally to produce a
qualified graduate who has competence on behavior, skill, and their own ability. 2013
Curriculum is a new curriculum that has been implemented on certain pilot school since
2013/2014 academic year. This newly curriculum still has tight relation with the former
curriculum. The dissent between those two is 2013 curriculum focuses on the improvement and
balancing of soft skills and hard skills with three competencies such as behavior, skill, and
knowledge (Permendikbud 65, 2013). The next is learning material is arranged thematically.
Thus, from the above definitions, we can conclude that 2013 curriculum is a developed
curriculum for improving and balancing soft skill and hard skill ability through behavior, skill,
and knowledge.

2 The Purpose of 2013 Curriculum

Based on Permendikbud 68 (2014) the purpose of 2013 curriculum is to prepare

Indonesian society to have the ability to live as individual and citizens who believe, productive,
creative, innovative, and affective and able to contribute to society, nation, state and world
civilization. This kind of new curriculum has certain purpose especially on whipping up young
generation so that later they are able to survive in the global era, capable and useful for others.

It is hoped that the students have a chance to develop their potential to keep up their
spiritual, belief, attitude, knowledge, and skill that will be needed by their self, society, and
nation.

3 The Characteristic of 2013 Curriculum

The characteristic of 2013 Curriculum based on Ministry of Education and Culture in
Permendikbud 68 (2014) as follows :
1. Develop spiritual and social attitudes, curiosity, and creativity, cooperation with
intellectual and psychomotor abilities in a balanced.
2. Provide a planned learning experience in which students apply what is learned in school
to the community and take advantage of the community as a learning resource;
3. Develop the attitudes, knowledge, and skills and apply them in various situations in the
school and community;
4. Give sufficient time to develop the attitudes, knowledge, and skills.
5. Competence is expressed in the form of class core competencies in which further
specified in the basic competency subjects;
6. The class core competencies become the organizing elements of basic competence,
where all the basic competencies and learning processes developed to achieve the stated
competency in core competencies;
7. The basic competencies are developed based on the accumulative principle, mutually
reinforcing (reinforced) and enriched between subjects and educational levels (horizontal
and vertical organization).

The 2013 Curriculum develops 2 kinds of learning process, direct process and indirect
process. Direct process learning is learning activities where students develop their knowledge,
 critical thinking and psichomotoric ability through direct interaction with learning sources being
stated in lesson plan. Direct learning process produces knowledge and direct skill namely
instructional effect.

While indirect learning happened informally and accidentally during direct learning activity.
It has close relation with value and attitude development of students. Both direct and indirect
learning happens integrately and unseparated. Both learning activities are developed through 5
learning stages such as observing, questioning, experimenting, associating and networking
which is usually called as scientific stages (Permendikbud 81 A, 2013).

4 Learning Principle of 2013 Curriculum

Based on the Graduate Standard Competence and Process Standard, Learning Principal being
implemented in 2013 curriculum are as follows (Permendikbud 65B, 2013) :

a From students given information to students seeking information.

b From teacher as the only learning source to multiple learning sources.
c From textual approach to Scientific Approach.
d From content learning activity to competence learning activity.
e From partial learning to integrated learning.
f From single answer to multi-dimension answer.
g From verbalism to applicative.
h Improving the balance between hard skill and soft skill.
i Focus on the student as the long life learner.
j Learning implements on value as a human who shows positive acts, build interest, and
developing creativity through teaching learning process.
k Learning can happen at school, house, and society.
l Learning with principle that everyone is teacher, everyone is student and everywhere is
classroom.
m The use of technology and information to support and improve the learning efficiency
and effectively.
n Confession of individual diverification and social background of students.

5 The Objectives and Functions of 2013 Curriculum

Fadlillah (2013 : 25) stated that the purposes of 2013 Curriculum could be seen as follows:
 a. To improve the quality of education by balancing hard skills and soft skills through
attitudes, skills, and knowledge in order to face global challenges in which continues to
grow.
b. To establish and improve productive, creative, innovative human resources as the capital
of nation and state of Indonesia.
c. To relieve teachers in presenting the material and prepare the teaching administration.
d. To increase the participation of central and local governments and citizens equally in
determining and controlling the quality of the implementation of the curriculum at the
unit level.
e. To increase competition between the educational unit about the quality of education to be
achieved. Because the school has been given the freedom to develop the curriculum in
2013 in accordance with the conditions of the educational unit, the needs of learners, and
the potential of the region.

B Scientific Approach

1 The Definition of Scientific Approach

Learning is a scientific process. Therefore, 2013 Curriculum using the essence of the
Scientific Approach to learning. The Scientific Approach is believed to be the golden footbridge
development and the development of attitudes, skills, and knowledge of learners. In the approach
or process that meets the criteria of scientific work, the scientists put forward the inductive
reasoning than deductive reasoning (Permendikbud 103, 2014). Deductive reasoning sees a
common phenomenon to draw specific conclusions. Instead, look at the phenomenon of
inductive reasoning or specific situations to draw overall conclusions. Indeed, inductive
reasoning put specific evidence in relation to the broader idea. The scientific method generally
puts a unique phenomenon with specific and detailed study to formulate general conclusions.

Scientific Approach is an approach which is used in 2013 curriculum toward all learning
subject. This kind of approach could be seen as something old but new since its already used
some decade ago in some fields of education especially science. It is new because, in this 2013
curriculum, the whole learning material should implement this kind of approach including
English language learning. To know the meaning of Scientific Approach, there are some
definitions that have been proposed by expert. Kurniasih and Sani (2014 : 29) defines scientific
approach is a kind of approach which refers to learning process of observational, formulating
problem, formulating hypotheses, collecting data, analyzing data, and communicating the
concept, law or principles.
There is also a definition stated by Roseberry et all in Trish Stoddart (2002 : 667) they
say that the heart of the approach is for students to formulate questions about phenomena that
interest them; to build and criticize theories; to collect, analyze and interpret data; to evaluate
hypotheses through experimentation, observation and measurement; and to communicate their
findings. Mc Collum adds the important component on teaching by using Scientific Approach
are teacher should provide teaching learning activity which is able to foster a sense of wonder,
encourage observation, push for analysis and require communication. It means that Scientific
Approach emphasizes on the students participation through some integrated steps (2009 : 1).
According to Permendikbud, Scientific Approach is an approach which focuses on
students development through observing, questioning, associating, experimenting, and
networking towards all subjects (103, 2014). It means there are 5 phases in Scientific Approach
that should be done in teaching learning process. Sealfon (2012 : 1) adds that a research project
usually begins by defining interesting problem or question. Similarly, in scientific teaching, one
typically begins designing a course by defining the learning goals for students. Students are
guided to think by themselves in order to gain new knowledge and their participation is one of
the important aspects during teaching learning activity.
Permendikbud (2013) states that generally, scientific method emphasizes unique
phenomenon through specific point of view into general conclusion. It means Scientific
Approach comes from inductive reasoning rather than deductive reasoning. Deductive reasoning
sees general phenomena before derived into specific conclusion. Widiasih (2013 : 4) defines that
learning process in Scientific Approach is related to the three kinds of learning domain, such as
affection, knowledge and skill. Thus, students will be able to know something, why and how it
occurs. The final goal of Scientific Approach is expected to create students become effective,
creative, innovative, and productive in order to make them become a better person with not only
compatible in soft skill but also their hard skill.
From the above definitions, the writer comes to a conclusion that Scientific Approach is
an approach which focuses on the students activeness through meaningful teaching learning
activity such as observing, questioning, experimenting, associating and communicating.
 2 The Aim of Learning with Scientific Approach
Learning objectives through Scientific Approach based on the advantages of this approach that
being stated by Kurniasih (2013 : 33) are as follows:
1 To improve students' intellectual abilities, particularly in high-level thinking.
2 To form the students' ability to solve a problem with a systematic way.
3 To create the conditions for learning in which students feel that learning is a necessity.
4 To obtain high learning outcomes.
5 To train students in the communication of ideas, especially in writing a scientific article.
6 To develop the character of students.

3 Criteria of Scientific Approach

According to Permendikbud 65 (2013) there are seven criteria to determine whether a method of
teaching is scientific or not. They are as follows:
1 The teaching materials are based on facts or phenomena which can be logically or
reasonably explained. They are not based on prediction, approximation, imagination,
legend, or myth.
2 The teachers explanation, students responses, and teacher-student interaction are not
based on subjectivity and wrong logic.
3 The teaching materials support and inspire students to be critical in thinking and
analyzing, and accurate in identifying, understanding, and resolving problems, and
applying the materials learned.
4 The learning materials foster and inspire students to hypothetically think when seeing
diversities, similarities, and links in the learning materials.
5 The learning materials foster and inspire students to understand, apply, and develop
objectivity and rational thinking in responding to the learning materials.
6 The materials are built on the basis on empirically valid concepts, theories, and facts.
7 The formulation of learning objectives is simple, clear, but attractive.

4 Steps of Scientific Approach

Based on Wolfs in Suharyadi (2013 : 2), Scientific Approach can be described as
consisting of four steps, as follows:
 1 Observation and description of a phenomenon or a group of related phenomena. When an
investigator has little prior information, the first step is description. This is the stage when
qualitative methods may provide considerable information about what-is.
2 Formulation of a hypothesis to explain the phenomena. Based on qualitative and/or
descriptive studies, investigators begin to speculate about which variables might be related
to other variables and in what manner (directly or indirectly). In educational research, the
hypothesis is often a question about the relationship between or among variables that may
influence learning. The hypothesis may be one that merely asks whether a relationship
exists (correlation research), or the hypothesis may state a cause-and-effect relationship.
3 Predict the existence of other phenomena using the hypothesis, or predict the results of new
observations.
4 Conduct experimental tests of the predictions by several independent experimenters who
use proper experimental methods.

In addition, Zamora (2014) has similar opinion about the steps of Scientific Approach:
1 Observation and description of a phenomenon. The observations are made visually or with
the aid of scientific equipment.
2 Formulation of a hypothesis to explain the phenomenon in the form of a causal mechanism
or a mathematical relation.
3 Test the hypothesis by analyzing the results of observations or by predicting and observing
the existence of new phenomena that follow from the hypothesis. If experiments do not
confirm the hypothesis, the hypothesis must be rejected or modified (Go back to Step 2).
4 Establish a theory based on repeated verification of the results.

Meanwhile, McLelland (2006 : 2-4) explains about another overview of Scientific

Approach steps, as follows:
1 Observation: The first process in the scientific method involves the observation of a
phenomenon, event, or problem. The discovery of such a phenomenon may occur
due to an interest on the observers part, a suggestion or assignment, or it may be an
annoyance that one wishes to resolve.
 2 Question: Observation leads to a question that needs to be answered to satisfy human
curiosity about the observation, such as why or how this event happened or what it is
like (as in the light beam). In order to develop this question, observation may involve
taking measures to quantify it in order to better describe it. Scientific questions need
to be answerable and lead to the formation of a hypothesis about the problem.
3 Hypothesis: To answer a question, a hypothesis will be formed. This is an educated
guess regarding the questions answer. Educated is highlighted because no good
hypothesis can be developed without research into the problem. Hypothesis
development depends upon a careful characterization of the subject of the
investigation.
4 Experiment: Once the hypothesis has been established, it is time to test it. The process
of experimentation is what sets science apart from other disciplines, and it leads to
discoveries every day. An experiment is designed to prove or disprove the hypothesis.
5 Evaluation: All evidence and conclusions must be analyzed to make sure bias or
inadequate effort did not lead to incorrect conclusions. Qualitative and quantitative
mathematical analysis may also be applied. Scientific explanations should always be
made public, either in print or presented at scientific meetings. It should also be
maintained that scientific explanations are tentative and subject to modification.

Similar with McLelland, Permendikbud 81A (2013) explain about steps of Scientific
Approach. The steps are :
1 Observation: Observation gives priority to meaningful learning. This method has certain
characteristic like providing factual object, students will be happy and challenged and
easy to do it. This activity surely needs preparation of time, fund, and energy. It will be
useless if it isnt restrained.
2 Questioning: Good questions come from careful observations. As students observe the
natural world, they will discover that they have many more questions than answers. These
questions drive this scientific method. Questions beginning with what, why, how, and
when are very important in focusing an investigation, and they often lead to a hypothesis.
3 Experimenting: To get the real or authentic learning, learners have to do experiments. The
application of experimental methods is intended to develop various learning objectives,
the attitudes, skills, and knowledge. (Suharyadi, 2013)
 4 Associating: The term associating in learning process through Scientific Approach in
2013 curriculum tends to show that teacher and students are active subjects. This term
emphasizes on the students who should be more active than teacher. Associating is such
logic and systematic thinking of the empiric fact in which can be observed for concluding
knowledge.
5 Networking: Collaborative learning is more than learning technique which is
implemented in classroom. Its essential as an interaction of human life that by putting
such a corporation as interaction structure which is stacked proportionally and
intentionally to facilitate collective exertion for attaining certain purpose. In this stage,
the role of teacher tends to be a directive or learning manager, whereas, students are
demanded to be more active.

This study focuses on the implementation of Scientific Approach in 2013 Curriculum.

Since there are lots of different view about the step of this approach, the writer only chooses
Premendikbud overviews about the steps to be implemented on teaching English using
Scientific Approach rather than the others overview. Thus, the last option used as the main base
to discuss the implementation of Scientific Approach in English Teaching and Learning process.
The description of teaching learning steps by Scientific Approach can be seen from the table 2.1
(Permendikbud 103, 5) :
Table 2.1 : Teaching and Learning Seps of Scientific Approach
Scientific Approach Activity Description Learning Result
Steps
Observing observed with senses attention at the time of
(read, hear, listen, see, observing an object /
watch, etc.) with
read a text / hear an
or without tools
explanation, notes based
on observation,
patience, time (on task)
used to observe
Questioning create and ask questions, the type, quality, and the
question and answer, number of questions
discussion asked of participants
about information that is learners
 not yet understood, the
additional information
they want to know, or as
clarification.
Experimenting explore, try, discuss, the amount and quality
demonstrate, of sources studied /
mimic the shape /
used, completeness
motion, do experiments,
read sources other than information, the validity
textbooks, collecting of the information
data from sources
collected, and
through questionnaires,
interviews, and instrument / tool used to
modifying / add / collect data.
develop
Associating process the information develop interpretations,
that has been collected, arguments and
analyzed the data in the conclusions of the
form of creating connection information
categories, associate or from two facts /
linking phenomena / concepts, arguments and
information relevant in conclusions about the
order to find a pattern interpretation of the
and concluded relationship more than
two facts / concepts /
theories, synthesize and
arguments and
conclusions linkage
between different types
of facts / concepts /
theories / opinions;
develop interpretations,
new structure,
argumentation,
and the conclusions that
show the relationship
facts / concepts /
theories
from two or more
sources are not
contradictory; develop
 interpretations, new
structure, argumentation
and
conclusions of concept /
theory / different
opinion from
various types of sources
Communicating/ presents the report in the presents the results of
Networking form of charts, the study (from
diagrams, or graphs; watching to make sense)
prepare a written report; in the form of text,
and presents a report graphics, electronic
covering the process, media, multimedia and
results, and conclusions others
orally

5 Scientific Approach in ELT

Trish Stoddart (2002.: 667) states that The relationship between science learning and
language learning is reciprocal and synergistic. Through the contextualize use of language in
science inquiry, students develop and practice complex language forms and functions. This
statement shows that by using Scientific Approach in English Language Teaching, students are
not only able to foster their communicative skill but also understanding complex language forms
and functions. Sudrajat (2013 : 1) states some learning methods which are relevant with this
approach are:
1 Problem-Based Learning.
2 Project Based Learning
3 Social Inquiry
4 Group investigation.
These methods lead students to face problem, finding the solution or hypothesize
provisional answer by doing observation until they are able to find out the conclusion and
present it in the form of spoken or written form.

C Active Learning
 1 The Definition of Active Learning

National Education Act No. 20 years 200 Chapter 1, Article 1, paragraph 1 in Listyarti
(2012 : 46), states that education is a basic and well-planned effort to create an atmosphere of
learning and the learning process, so that learners are actively developing their own potential to
have the spiritual strength of religious, self-control, personality, intelligence, morality noble, as
well as the skills needed him, society, nation, and state. This article shows that learners have
their own responsible to be active in order to develop their potential. In line with Charles in
Warsono and Hariyanto (2012 : 14) states that all forms of teaching that focus on the student as a
person in charge of the lesson is included active learning. This can be said that students as the
main actor in the process of learning. They have the important role as the learning center.
Students are expected to actively engage in learning to think, interact, do to try, find a
new concept or produce a masterpiece (Hamzah and Mohamad, 2013 : 27). Williams and Burden
(1997) in Hernandez (2007 : 8) adds that learner should play an active role in the process of
learning and assessment. This statement is similar with Tong (2001:4) active learner is a
student that asks the teacher questions, listens to the answers and asks further questions based
upon the teachers response. There is clear interaction between students or learner with their
teacher dealing with material that they are discussed during learning process.
While Bell and Kahrhoff (2007 : 1) says that active learning is a process wherein students
are actively engaged in building understanding of facts, ideas, and skills through the completion
of instructor directed tasks and activities. From the statements above it can be concluded that
active learning can be happened if the students actively develop their own potentials to evolve
their competence by thinking, interacting, willing to try and producing certain work or new
concept through tasks and activities.

2 Characteristic of Active Learning

The characteristic of active learning can be seen as follows (Hamzah and Mohamad, 2013 : 15) :

a. The student-centered learning

b. The study is based on real life
c. Learning encourages children to think critically
d. The learning does not limit students' learning styles
 e. Learning encourages students to interact with teachers
f. Learning to use the environment as a medium or a source of learning
g. The learning environment to support students to learn
h. Teachers monitor student learning process
i. The teacher gives feedback on students' work

3 The Role of Teacher and Student in Active Learning

On active learning , teacher has role as a facilitator, they help students to meet their skill
and learning development by assessing evidence, negotiation, making informed decisions,
solving problems, working independently and working with others Council for the Curriculum,
Examinations and Assessment (2007 : 7). From the same book we can see the role of teacher in
creating active classroom environment as follows:
Table 2.2 : The Role of Teacher from Teacher Centred to Student Centred
From To
Teacher-centred classroom Learner-centred classroom
Product-centred learning Process-centred learning
Teacher as a transmitter of knowledge Teacher as an organizer of knowledge
Teacher as a doer for children Teachers as an enabler, facilitating
pupils in their learning
Subject-specific focus Holistic learning focus

n this case, Tylee (2000) in Warsono and Hariyanto (2012 : 19) states the main duties of a teacher
in the classroom are:

1. Assess the students

2. Create learning plan,
3. Implement instructional design
4. Implement learning evaluation

The role of the teacher directly affects the shifting role of students during teaching
learning process. The shifting role of student can be seen on the table 2. 3, CCEA (2007 : 7) :

Table 2.3 : The Role of Student from Passive to Active Learning

From : To :
Being passive recipients of knowledge Active and participatory learners
Focus on answering questions Asking questions
Being spoon fed Taking responsibility for their own
 learning - reflective learners
Competing with one another Collaborating in their learning
Wanting to have their own say Actively listening to opinions of others
Learners of individual subjects Connecting their learning

D English Language Teaching

1 The Definition of Language Teaching and Learning

Language teaching is to teach a person to be able to speak and understand certain

language. The purpose of teaching, is twofold: In the initial stage, the teacher, using a textbook,
serves as a model providing samples of linguistic input, and then in the later stage, acts as a
skilful manipulator of questions, commands, and other cues in order to elicit correct responses
from the learner, Kumaravadivelu (2006 :101).

Corder in Larsen-Freeman and Long (1992: 3) states that efficient language teaching
must work with, rather than against, natural processes, facilitate and expedite rather than impede
learning. Therefore, the condition on language teaching should be created naturally and able to
attract students for gaining their knowledge of language.

In addition, William (1998 : 1) states that The primary motive for learning a language
is that it provides a means of communication. This means that the main goal in teaching
English is to make students able to communicate. Similarly, Brewter (1992 : 33) said that
Learning to learn English is essentially learning to communicate in the language and at the
same time discovering aspects of the other culture. Thus, the notion of teaching and learning
English is not only focusing on the language acquisition but also on discovering another aspect.

2 Categories of Language Teaching Methods

Kumaravadivelu (2006 : 97-134) on his book wrote three categories of language
teaching method, as follows :
a. Language-centered methods
Language-cantered methods are those that are principally concerned with linguistic
forms. These methods (such as Audio-lingual Method) seek to give opportunities
for learners to practice preselected, pre-sequenced linguistic structures through form-
focused exercises in class, assuming that a preoccupation with form will ultimately
lead to the mastery of the target language and that the learners can draw from this
 formal repertoire whenever they wish to communicate in the target language outside
the class. Learners are expected to pay continual and conscious attention to linguistic
features through systematic planning and sustained practice in order to learn and to
use them.

b. Learner-centered methods
Learner-cantered methods are those that are principally concerned with learner needs,
wants, and situations. These methods (such as Communicative Language Teaching)
seek to give opportunities for learners to practice preselected, pre-sequenced
linguistic structures and communicative notions/functions through meaning-focused
activities, assuming that a preoccupation with form and function will ultimately lead
to target language mastery and that the learners can make use of both formal and
functional repertoire to fulfil their communicative needs outside the class.
c. Learning-centered methods
Learning-centred methods are those that are principally concerned with cognitive
processes of language learning. These methods (such as the Natural Approach) seek
to give opportunities for learners to take part in open-ended meaningful interaction
through problem-solving tasks in class, assuming that a preoccupation with meaning-
making will ultimately lead to target language mastery and that the learners can
deploy the still-developing inter language to achieve linguistic as well as pragmatic
knowledge/ability.

3 The Role of Teacher in Language Teaching

Richards and Lockhart (2005 : 97) said that, A role can be defined as the part taken by
a participant in any act of communication They believe that the role of teacher depends on their
teaching approach, methods, cultural background and their personalities. Thus, the education
condition of a country influence the method and approach being used by the teacher which this
matter indirectly guide the teacher how they should react.
The role of teacher in language teaching are : monitor of student learning, motivator,
organizer and controller of pupil behaviour, provider of accurate language models, counsellor
and friend, need analyst, materials developer, and Evaluator (1996 : 12-13).
Littlewood on his book belief that teacher has a role as the main actor in teaching
learning process who is providing stimuli and instruction to be reacted by the students (1998 : 1).
From his statement, teacher is a person who takes a control of his students for obtaining the goals
of teaching and learning activity.