The English Teachers’ Difficulties in implementing the Second Core Competence (KI-2) of 2013 Curriculum in the Classroom English Teaching. Thesis. English Education Study Program, Department Islamic Education and Tadris Faculty, The State Islamic Institute of Bengkulu.

Aprilia, Eva (2019) The English Teachers’ Difficulties in implementing the Second Core Competence (KI-2) of 2013 Curriculum in the Classroom English Teaching. Thesis. English Education Study Program, Department Islamic Education and Tadris Faculty, The State Islamic Institute of Bengkulu. Diploma thesis, IAIN BENGKULU.

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Abstract

The aims of this research were: (1) to investigate the implementation of the second core competence (KI-2) of Curriculum 2013 in English class at the English Teachers of SMPN 21 Kota Bengkulu; (2) to identify English Teachers‟ difficulties in implementing the second core competence (KI-2) of 2013 Curriculum in English class; (3) to know the solution for the teacher‟s problems. This study used qualitative method. The subjects of the research were three English teachers who taught English at SMPN 21 Kota Bengkulu. The result showed that: the first, the implementation of the second core competence (KI-2) of Curriculum 2013 in English class at SMPN 21 Kota Bengkulu where the English teachers had difficulties in integrating character values in specific English lesson that be seen from: (1) learning environment; (2) the individual; (3) the activity in the classroom. Then, the second, the English Teachers‟ difficulties in implementing the second core competence (KI-2) of 2013 Curriculum in English class were: (1) character value integrated unrepresentatively (2) the English teachers felt confused with so many character values (3) incomplete teachers‟ understanding of character education concept because less of socialization and training related to K-13 curriculum concept intensively and continuity; (4) teachers‟ Confusion in choosing the character values in English Class; (5) limited competencies to integrate character values into English lesson; and (6) teachers could not become role models for character values because they are not the product of character education and less knowledge of clear image of K-13 curriculum concept. The solution for English teacher‟s problems was intensive and continuity training, open socialization, and making clear standard of character education in English class.

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