Meilana Saputri

ENGLISH TEACHERS’ DIFFICULTIES IN DESIGNING LESSON PLAN
BASED ON 2013 CURRICULUM
(A Descriptive Study in SMP Al-Islam 1 Surakarta)
THESIS
Submitted as A Partial Requirements for the degree of Sarjana
In English Education Departement
By:
Meilana Saputri
SRN. 133221087
ENGLISH EDUCATION DEPARTEMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
DEDICATION
This thesis is primarily dedicated to :
1. My great parents, Agus Hariyanto and Suprapti
2. My beloved sisters, Agustin and Iin Saputri
3. My best brothers, Dwi Saputra, Adi Putra, and Yan Putra
4. My friends who encourage and support me
5. My second magnificient home, IAIN Surakarta
6. All the people who touch my heart, I dedicate this thesis
iv
MOTTO
The greatest glory in living is not in never falling, but in rising every time we fall
(Nelson Mandela)
Karena sesungguhnya sesudah kesulitan itu ada kemudahan, sesungguhnya
sesudah kesulitan itu ada kemudahan.
(Q.S. Al-Insyirah ayat 5-6)
v
ACKNOWLEDGMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
universe, master of the day of judgment God all mighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled “English
Teachers’ Difficulties In Designing Lesson Plan Based On 2013 Curriculum
(A Descriptive Study In SMP Al-Islam 1 Surakarta). Peace be upon Prophet
Muhammad SAW, the great leader and good inspiration of world revolution.
The researcher is sure that this thesis would not be completed without the helps,
supports, and suggestions from several sides. Thus, the researcher would like to
express her deepest thanks to all of those who helped, supported, and suggested
her during the process of writing this thesis. This goes to:
1. Dr. H. Mudofir Abdullah, S. Ag., M.Pd., as the Rector of the State
IslamicInstitute of Surakarta.
2. Dr. H. Giyoto, M. Hum.,as the Dean of Islamic Education and
TeacherTraining Faculty and the first consultant for his guidance,
precious,advices, and motivation for the researcher.
3. Dr. Imroatus Solikhah, M.Pd., as the Head of English
EducationDepartment.
4. Novianni Anggraini, M.Pd., as the first consultant for her guidance,
precious, advices, and motivation for the researcher.
5. All the lecturers of Islamic Educational and Teacher Training Faculty.
6. Drs. Muhammad Syafi’i as the Headmaster of SMP Al-Islam 1 Surakarta,
who hadgiven permission to the researcher to do the research.
viii
7. Dwi Prawestri Handayani, S.Pd., Farida Hayati, S.Pd., and Ratnawati
Kidding, S.Pd., as the English teachers of SMP Al-Islam 1 Surakarta, who
had given the time to help theresearcher to do the research.
8. My beloved parents, Agus Hariyanto and Suprapti who always supportthe
researcher to finish this research.
9. My beloved brothers, Dwi Saputra, Adi Putra, and Yan Putra.
10. My beloved sisters, Agustin and Iin Saputri
11. My beloved friends, Anies, Hikmah, Diah, andall members of PBI C
2013.
12. Dwi Cahyono, M. Pd., who helps the researcher to check the
grammaticalerror from this research.
13. Those who help the researcher that cannot be mentioned one by one.
The researcher realizes that this thesis is still far from being perfect. The
researcher hopes that this thesis is useful for the researcher in particular and the
readers in general.
Surakarta, December 05th2017
The Researcher
Meilana Saputri
ix
TABLE OF CONTENTS
TITLE ..................................................................................................................... i
ADVISORS SHEET .............................................................................................. ii
RATIFICATION .................................................................................................. iii
DEDICATION ..................................................................................................... iv
MOTTO ..................................................................................................................v
PRONOUNCEMENT ......................................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENTS .......................................................................................x
LIST OF TABLES ............................................................................................. xiv
LIST OF FIGURES .............................................................................................xv
LIST OF APPENDICES ................................................................................... xvi
CHAPTER I: INTRODUCTION
A. Background of the Study ...............................................................................1
B. Identification of the Study .............................................................................7
C. Limitation of the Study ..................................................................................7
D. Research Problem ...........................................................................................8
E. Objectives of the Study .................................................................................8
F. Benefits of the Study ....................................................................................8
G. Definition of Key Terms .............................................................................10
CHAPTER II: REVIEW ON RELATED LITERATURE
A. Curriculum ..................................................................................................11
1. Definition of Curriculum ........................................................................11
x
2. Function of Curriculum ..........................................................................12
3. The School Based Curriculum 2006.......................................................14
a. Definition of School Based Curriculum 2006 ..................................14
b. The Charactheristic of School Based Curriculum 2006 ...................15
c. The Weaknesses in School Based 2006 Curriculum 2006 ...............17
4. The 2013 Curriculum .............................................................................18
a. Definition of 2013 Curriculum .........................................................18
b. The Charactheristic of 2013 Curriculum ..........................................18
c. The Excellences of 2013 Curriculum ...............................................19
d. The Implementation of 2013 Curriculum .........................................20
e. The aims of 2013 Curriculum...........................................................25
B. Lesson Plan ...................................................................................................25
1. Definition of Lesson Plan .........................................................................25
2. Function of Lesson Plan ...........................................................................26
3. Component of Lesson Plan ......................................................................27
4. Stages in Developing Lesson Plan ........................................................31
C. Previous Study .............................................................................................36
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design ..........................................................................................38
B. Research Setting ...........................................................................................39
1. Place of the Research..............................................................................39
2. Time of the Research ..............................................................................40
C. Object and Informant of the Research .........................................................40
1. Object .....................................................................................................40
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2. Informant ................................................................................................40
D. The Technique of Data Collection ..............................................................41
1. Interview .................................................................................................42
2. Document Analysis ................................................................................43
E. The Technique of Data Trustworthiness ......................................................44
F. The Technique of Data Analysis ..................................................................45
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Research Finding .........................................................................................48
1. Difficulties in designing lesson plan faced by Teacher 1 based on 2013
Curriculum ..............................................................................................48
a. Difficulties in designing lesson plan ................................................48
b. The teacher 1’s solving the difficulties in designing lesson plan
based on 2013 Curriculum ...............................................................52
Curriculum .............................................................................................53
based on 2013 Curriculum................................................................55
Curriculum ..............................................................................................56
based on 2013 Curriculum................................................................59
xii
B. Discussion.....................................................................................................59
1. Difficulties in designing lesson plan based on 2013 Curriculum
............................................................................................................ 60
2. The teachers solve the difficulties in designing lesson plan based
on 2013 Curriculum ....................................................................65
CHAPTER V: CONCLUSION
A. Conclusion ...................................................................................................67
B. Suggestion ....................................................................................................67
BIBLIOGRAPHY ................................................................................................70
APPENDICES ......................................................................................................73
xiii
LIST OF TABLES
Page
Table 2.1. Component and Systhematic of Lesson Plan of 35
Ministerial Regulation No. 65 Year 2013
Table 3.1. Time Setting of The Research 40
Table 3.2. Checklist for Analyzing Lesson Plan Elements Based on 43
2013 Curriculum Stipulated by Ministerial Regulation
No. 65 Year 2013
xiv
LIST OF FIGURES
Page
Figure 3.1. Component of Data Analysis: Interactive Model (Miles 46
and Huberman 1994: 12)
xv
LIST OF APPENDICES
Page
Appendix 1. Ministerial Regulation of Education No. 65 Year 74
2013
Appendix 2. Enclosure of Ministerial Regulation of Education 77
No. 65 Year 2013
Appendix 3. Interview Guideline 91
Appendix 4. Script Interview of English Teacher Grade VII 95
Appendix 5. Script Interview of English Teacher Grade VIII 104
Appendix 6. Script Interview of English Teacher Grade IX 118
Appendix 7. Script Interview of English Teacher Grade IX 130
Appendix 8. Lesson Plan Grade VII 133
Appendix 9 Lesson Plan Grade VIII 149
Apendix 10. Lesson Plan Grade IX 165
Appendix 11. Photo Documentation 175
Appendix 12. Letter of Research 178
xvi
ABSTRACT
Saputri, Meilana. 2017. English Teachers’ Difficulties in Designing Lesson Plan

Based On 2013 Curriculum (A Descriptive Study in SMP Al-Islam 1 Surakarta).
Thesis. English Education Department Study Program, Islamic Education and
Teacher Training Faculty of The State Islamic Institute of Surakarta.
Advisors : Novianni Anggraini, S.Pd, M.Pd.
Keywords : Curriculum, Lesson Plan.
The objectives of this study are to find out the teachers’ difficulties and to
solve the difficulties in designing lesson plan based on 2013 Curriculum in SMP
Al-Islam 1 Surakarta in the academic year 2016/2017.
This study used descriptive qualitative research. The researcher used
interview and document analysis to collect the data. The finding reflected the
format and elements of lesson plan based on the Decree of Minister of National
Education No. 65 Year 2013. It was started from stating indicator, objectives,
learning material, teaching method, learning activities and assesment. This study
was conducted to the English teachers that taught at the seventh, eight, and ninth
grade students of SMP Al-Islam 1 Surakarta in the academic year 2016/2017. This
study was using data triangulation to validate the data.
In the result of the study, the researcher concludes that the teachers’
difficulties in designing lesson plan based on 2013 Curriculum are; (1) to state
indicator concerning the selection of appropriate operational verbs to arrange the
indicators based on the material, (2) to select the method of the learning activities
based on the students’ condition, (3) to develop the learning material because
limited of the material in the 2013 Curriculum, and (4) The assessment procedure
because the components have so many aspect. The problem solving which is done
to solve are IHT (In House Training), MGMP’s day (Musyawarah Guru Mata
Pelajaran), Rakor (Rapat Koordinasi), and the teachers’ effort such as browsing
the material from internet, learning from the modul or previous teachers’
textbook, and making an own group discussion.
ix
CHAPTER I
INTRODUCTION
A. Background of Study
Education is the one of important aspects in our life. Education is
an effort that is done consciously to change human behaviour, both
individually or collectively to mature human through teaching and
training efforts (Sugihartono, 2007:3-4). In our life needs education
or science that should cover religious values as well.
Education in Indonesia has developed time in time. The
government gives more attention for education development in
Indonesia. School as a formal education institution, systematically
had a planned of enviroments which provides the students to gain
every experiences, that is educational behaviour, to propulsive
students’ growth and development. The environment is arranged into
the curriculum.
The Decree of Minister of National Educational No. 69 Year
2013 about based framework and curriculum structure of Sekolah
Menengah Atas/Madrasah Aliyah which explains curriculum is a set
of plan and systematization about purpose, contents and materials
with rules that use implementation compass of teaching-learning
process to reach education aim.
The government of Indonesia extend more attention for
education enviroments. Since Indonesia was independent, there are
1
2
eleven times the changing of curriculum. The curriculum that used
are (1) 1947 Curriculum (2) 1964 Curriculum (3) 1968 Curriculum
(4) 1973 Curriculum (5) 1975 Curriculum (6) 1984 Curriculum (7)
1994 Curriculum (8) Vocational High School 1999 Curriculum
(1994 Improvement Curriculum) (9) 2004 Curriculum (Competence-
Based Curriculum) (10) 2006 Curriculum (School-Based
Curriculum) (11) The 2013 Curriculum (Widiyastoro, 2014:54).
Nowadays, the Indonesian use the 2013 curriculum that has been
applied since 2013. The 2013 curriculum is developed by the
government and still related to KBK (Kurikulum Berbasis
Kompetensi) or Competence-Based Curriculum and KTSP
(Kurikulum Tingkat Satuan Pendidikan) or School-Based
Curriculum sinceapplied in 2006. The 2013 Curriculum does not
give the school autonomy for the school to make a syllabus, but the
syllabus made by the national level.
The Indonesia Ministry of Education stipulated that 2013
Curriculum is emphasized on competency, such as cognitive,
psychomotor, and affective. In this globalization era, students are
easier looking for any information. Therefore, teachers are asked to
be more active in preparing materials or information for students.
The approach expects learning should be scientific-based, meaning
all processes and steps of learning should reflect fixed procedures

3
starting from observing, questioning, associating, experimenting,
and communicating (Suharyadi, 2013:57).
The Competence –Based Curriculum focuss on mastery certain
competencies by the learners. Therefore, the curriculum is covered
some competencies and a set of learning goals in such a way that can
be seen in through behaviour or skill (Mulyasa, 2003:49) .
Afterwards, School-Based Curriculum is the improvement of
Competence-Based curriculum that is operational curriculum
arranged and held by the school autonomy . The charactheristic of
school-based curriculum is emphasized on learning result. Whereas,
the 2013 curriculum is emphasized on increasing the quality of
education with balancing between hard skills and soft skills through
attitude ability, skills, and knowledge in facing the global challenge
(Fadlillah, 2014:16).
Woodward (2009:181) proposed several reasons why the teacher
should plan their courses and lessons. First, it can reduce uncertainty
and panic feeling in delivering material. By planning the lesson,
teachers may feel confidence and believe that during the activity in
the classroom. Second, it can inspire confidence in students who
pick up a feeling of purpose, progression and coherence. Third, it
can make teachers are easier in organizing the time and flowing the
activities in the classroom. Fourth, teachers get a balanced mixture
of different kinds of materials, content and interaction types

4
throughout the course. Fifth, it can develop teachers’ personal style
in teaching. In addition, Harmer (2007:156) respond “a plan gives
the lesson a framework, an overall shape”. It means that lesson plan
guide teachers to carry out the teaching learning activities
systematically based on what then have drawn in the lesson plan.
The researcher conducted the pre-research during teaching
practice program in a junior high school in Surakarta on October
2016. Asking the teacher for the lesson plan, the researcher found
that the teacher feel confused when creating the lesson plan. This is
because there are several changes that occur from government
regarding the format of lesson plan. For the example about the
inscriptive of main competences and basic competences that have
four points and must be listed all. But the passing time the main
competences cover four points, while the basic competences stated
only two points. Another case, is the student’s book change in first
grade students and it is influenced in making lesson plan. The
assesment of the 2013 curriculum has many aspects that make the
teachers difficult to arrange and develop the assesment accordance
2013 curriculum.
The difficulties in designing lesson plan based on 2013
Curriculum, first about the collocation indicators that have to
develop by own teachers. Some operational verbs that use in
developed the indicators make the teacher has to match between the
5
material and the suitable of operational verbs. Second, the teachers
have a notion about the scientific approach did not suitable in
language teaching-learning process because it is found some
dificulties when comparing the activities in one of material. It is
influenced when the teachers developed the teaching method on
lesson plan. Third, it is disconnected from the behaviour indicated in
the objective. An assesment in a lesson plan is simply of description
of how the teacher will determine whether the objective has been
accomplished. It must be based on the same behaviour that is
incorporated in the objective. The interview during pre-research of
this research is expression from the teachers that it is influenced
when the teachers doing the teaching-learning activities in the class.
Uneven training for subject teachers it is also make the information
gaps received by the teachers when creating the lesson plan so the
teachers self-thaught made their own lesson plan.
In composing this research, the research considers some previous
researcher related to this research, those are Miftah Faridconducted
the researcher entitled “The Teacher’s Difficulties in Lesson
Planning Based On School-Based Curriculum (Kurikulum Tingkat
Satuan Pendidikan)”. The research focused on teacher’s difficulties
in designing lesson planning based on School-Based Curriculum.
The researcher gave a result from his research that the teacher find
the difficulties about formulating indicators, selecting materials,

6
determining learning activities, selecting media and developing
assessment. The differences between his research is tried to find out
the difficulties faced by the teachers in designing lesson plan based
on School-Based Curriculum. The similarity is both of them tried to
find out the difficulties faced by the teachers in designing lesson
plan.
Research entitled “English Teachers Difficulties in Designing
Lesson Plan Based on 2013 Curriculum” in journal 61stTEFLIN
(Teachers of English as A Foreign Language in Indonesia)
International Conference, UNS Solo 2014 focused on the difficulties
faced by the teachers in designing lesson plan based on 2013
Curriculum. The differences between that research is grade of the
subject. The subject of this research is senior high school in Cipatat,
West Java. The similarity si both of them tried to find out the
difficulties faced by English teachers in designing lesson plan based
on 2013 curriculum.
Based on the findings above, the researcher choose the topic of
this research entitled “ENGLISH TEACHERS’ DIFFICULTIES
IN DESIGNING LESSON PLAN BASED ON 2013
CURRICULUM (A DESCRIPTIVE STUDY IN SMP AL-
ISLAM 1 SURAKARTA)”.
7
B. Identification of The Study
Based on the background of the problems above, it is that the teacher
still get difficulties when they madxe the lesson plan. To make the
problems of this research clearer. The problems of this research are
identified as follows :
1. There are some confusion about the content when the teacher
made the lesson plan
2. There are some difficulties faced by the English teacher to design
his/her lesson plan based on 2013 requirements
3. Sometimes the lesson plan are not balance with systematically
and the goal of the lesson plan
C. Limitation of The Problem
In order to focus on a specific scope of the research, the
researcher limits the research on the difficulties faced by the teachers
in designing lesson plan and how the teacher’s solve their
difficulties.
The researcher studies English Lesson Plan is one of the
intensive preparation English classes in SMP Al-Islam 1 Surakarta.
From the pre-research,who is the researcher as a pre-service english
teacher, it is found that the curriculum applied is 2013 Curriculum.
This school has five english teachers who is teach in special class
program and regular class.

8
The researcher will choose three teachers in all grade in junior
high school. The three teachers that chosen by the researcher
represent in each grade in that school. The researcher using a
purposively sampling to do this research, because this school
appliying 2013 Curriculum since the curriculum has been applied
with the five junior high school in Surakarta.
D. Research Problem
1. What are the difficulties faced by the teachers in designing
lesson plan based on 2013 Curriculum ?
2. How the teachers’ solve the difficulties in designing lesson plan
based on 2013 Curriculum ?
E. Objectives of the Study
1. To find out the teachers’ difficulties in designing lesson plan
based on the 2013 Curriculum.
2. To solve the difficulties in designing lesson plan based on 2013
Curriculum.
F. Benefits of the Study
The researcher expects that the result of this study will be useful
for two major benefits. There are theoretical benefits and practical
benefits. The research benefits are:
1. Theoritical Benefit
This research is expected to give a reference to develop of
English lesson plan based on 2013 Curriculum. Besides, this

9
research can a significance theoretical framework for other
researchers who are interested in conducting research on. This
research is also expected to give an example about teacher;s
difficulties in designing lesson plan of 2013 Curriculum for any
further researcher who wants to study the same case. This study
become a helpful and useful reference to the next study.
2. Practical Benefit
a. For the Researcher
Since the research of this study considered as a
essential for understanding an important the good lesson plan
is influenced to the teaching learning success. After
conducting the study, the researcher will know the
difficulties in designing lesson plan based on 2013
Curriculum and find out the solution of this. Moreover, the
another researcher can use the study for the references to
similar study related to lesson plan.
b. For the English teacher
This research can be used by the teacher to consider
how the manner to design the good lesson plan when they are
understand the difficulties that their faced and know the
solution for themselves or find the solution to repair their
lesson plan.
c. For the Readers

10
The researcher expects the result of this study can
give more information to the readers about the teacher’s
difficulties in designing lesson plan based on 2013
Curriculum 2013. It is also expected to explain the new issue
in the education system.
G. Definition of Key Term
To avoid misunderstanding in this research there are several
keyterms to make the readers understand clearly. Those key terms as
follows :
1. Curriculumis a set of instructional programs and subjects have to
be completed by students within a particular range of time or
period to gain knowledge, learning experience, and certificate or
diploma (Hamalik, 2001: 33).
2. Lesson plan
 Lesson plan can be defined as a systematic record of a
teacher thoughts about what will be covered during the
lesson. (Farrel, 2002 : 30)
 Lesson plan is developed in detail on particular subject
matter or theme that refers to the syllabus. (Based on the
Minister of National Education Regulation Number 103
Year 2014).
CHAPTER II
REVIEW ON RELATED LITERATURE
A. Curriculum
1. Definition of Curriculum
Nasution (2008: 5) identified curriculum is a set of plan and
systematization about goals, content, subject addition and the way
to use as organization orientation about learning activities to reach
the particular education goal. Ebert (2013) said that curriculum is
intention and expectation which is defined into a set of plan or
education program an implementable by teacher. Curriculum is a
intention and expectation, whereas in doing so called by teaching-
learning process.
Meanwhile, Kunandar (2011:124) proposed the definition
curriculum according to Government Regulation No. 19 Year 2005
on National Education Standards, curriculum is a set of plans and
arrangements regarding the purpose, content, and teaching materials
and methods as a guide of the implementation of learning activities
to achieve specific educational goals.
For the definiton , curriculum is a fundamental basic in a
education to guide the all of activities and to achieve the goals of
education.
2. Function of Curriculum
11
12
Ruhimat (2009: 9) explained that as some meanings or
definitions of the curriculum explained before, basically it has
function as a reference. The functions of curriculum are different for
each a subjects in educations such as teachers, students, principals,
supervisors, parents, and community. For teachers, curriculum
should serve as a guidance in implementing the learning activities.
For students, curriculum serves as a study guide. For principals and
supervisors, curriculum serves as a guideline in conducting
supervision. For parents, curriculum serves as a guide in guiding
their children to learn at home. For community, curriculum serves
as a guide to provide assistance for the implementation of the
educational process at school. Hamalik (2009: 4) said in the
opinion of Alexander Inglis, in his book Principles of Secondary
Education, there are 6 functions of curriculum, explained :
a. The Adjustive or Adaptive Function
Curriculum as an educational tool has a function to make the
individual has a good adaptability to the environment as a
whole, both the physical environment and social environment.
This is because the environment is dynamic so it demands
individuals who live in the environment must adapt dynamically
as well.
b. The Integrating Function

13
Individuals are part of society, so that each individual must
has the ability to integrate with the community. The curriculum
serves as an educational tool to educate people become
complete and integrated personality.
c. The Differentiating Function
Every individual has differences from all aspects.This
function means that the curriculum as an educational tool should
be able to provide services to the differences between each
person in the community.
d. The Propaedeutic Function
The function of the curriculum is to prepare students to
pursue higher education and preparation for life in society.
e. The Selective Function
This function is closely related to the function of
differentiation. The recognition of the differences that exist in
individuals makes them also have the opportunity to choose
what they like and what they are interested in. Therefore, the
curriculum must be flexible.
f. The Diagnostic Function
As an educational tool, the curriculum serves to help students
understand the potentials and weaknesses that exist in them.
This is useful for students to develop the potential and improve

14
its weaknesses. It will guide the students to be able to develop
optimally.
3. The School-Based Curriculum 2006
a. The Definition of School Based Curriculum 2006
School-Based Curriculum 2006 is an operational
curriculum that developed and implemented by each unit of
education. School-Based curriculum is developed by each
group of education or school committees under the
coordination and supervision of the education department.
School-Based curriculum is the curriculum to replace
Curriculum 1994 and revise Competence Based Curriculum
2004 (Kunandar, 2011:124-125).
The main difference between the The School-Based
Curriculum 2006 to the curriculum in 2013 is related to the
learning plan. The syllabus development activities under the
authority of the education unit while on 2013 curriculum
syllabus development activities shifted to the central
authority (except for certain subjects which have been
specifically developed in the educational unit in question).
Although the syllabus has been developed by government but
the teachers have to understand the meaning and content of
it. Therefore, it is very important to the study the syllabus by

15
the teachers, whereas the preparation of lesson plan is the
authority of the teacher.
b. The Charactheristic of School Based Curriculum 2006
According to the Education National Standard Board
(BSNP) the standard of competence of graduate is the
qualification of graduates which involves the aptitude,
knowledge, and the skills which is stated on the
Government Regulation Number 23 Year 2006. This
means that the standard of competence of graduate is the
guidance to determine the graduation of the student,
which is suspended on how the student can master each
competency of the study: the cognitive, affective, and
psychomotor side of the student. The characteristics of
Curriculum 2006 are :
1) emphasizing the attainment of the students’
competence individually and classically;
2) orienting toward learning outcomes, and diversity;
3) using genre approaches in the learning process and
greatly is influenced with Systematic Functional
Grammar of Halliday (1987);
4) accepting any other educative learning sources
besides teachers;
16
5) emphasizing its evaluation on the learning process
and outcomes in acquiring or attaining a certain
competence;
6) using special terms such as Standar Kompetensi
(Standard of Competence) refers to a minimum
statement covering knowledge, skills, attitudes, and
values which are reflected in the way of thinking and
acting after students learned and finished one of the
four language skills (listening, speaking, reading,
and writing); Kompetensi Dasar (Basic
Competence) refers to a minimum statement
covering knowledge, skills, attitudes, and values
which are reflected in the way of thinking and acting
after students learned and finished one of the four
language skills (listening, speaking, reading, and
writing); Indikator (Achievement Indicators) refers
to a specific basic competence that can be taken as a
standard to assess the attainment of a learning
process; Materi Pokok (Core Materials) refers to
materials or lessons that students have to learn in a
learning process.
17
c. The Weaknesses in School Based Curriculum 2006
Adapted from socialization materials of 2013
curriculum, there are some weaknesses found in the
School Based Curriculum 2006 (Mulyasa, 2013: 60-61)
.So, the changes are necessary in the curriculum. The
weaknesses are :
1) The content and messages of the curriculum are still
overcrowded. It is indicated by the number of subjects
and a lot of materials that the scope and the difficulty
are beyond the level of the children's age
development.
2) The curriculum have not yet developed the
competence completely in accordance with the vision,
mission, and goals of national education.
3) The developed competence is more dominated by
aspects of knowledge and it has not yet to describe
completely the learners personality (knowledge, skill,
and attitudes).
4) The competencies which are required in accordance
with the development of society, such as character
education, environmental awareness, approaches and
teaching methods, the balance of soft skills and hard.

18
4. The 2013 Curriculum
a. The Definition of 2013 Curriculum
Curriculum of 2013 is competency and character based
curriculum. Curriculum of 2013 was born as a response to the
various criticisms of School Based Curriculum 2006. It is in
accordance with the development needs and the world of work.
According to enclosure of Minister of National Education
Regulation Number 59 Year 2014 Curriculum of 2013 is oe of
the government's efforts to resolve the various problems being
faced by the world of education today. The theme of 2013
curriculum is generating Indonesian people which are:
productive, creative, innovative, affective; through the
strengthening of attitudes, skills, and knowledge which are
integrated. Based on the theme, the implementation of 2013
curriculum is expected to produce a productive, creative, and
innovative human.
b. The Characteristics of 2013 Curriculum
Based on the Minister of National Education Regulation
Number 59 Year 2014, Curriculum of 2013 is designed with the
following Characteristics :
1) Developing a balance between spiritual and social
attitudes, knowledge, and skills, and applying them in
various situations in the school and community.

19
2) Developing the competencies expressed in terms of class
core competencies which is specified more in basic
competence of subjects.
3) Developing class core competence into organizing
elements of basic competence. All the basic competencies
and learning processes are developed to achieve the
competence stated in core competencies.
4) Developing a basic competence based on the accumulative
principle, mutually reinforced and enriched between-
subjects and education level (horizontal and vertical
organizations).
c. The Excellences of 2013 Curriculum
The expected objective of the implementation of 2013
curriculum is not impossible to be achieved. It is because the
curriculum is competency and character based which
conceptually has several excellences: First, 2013 curriculum
uses a scientific approach. Learners as a subject of study will be
led to develop various competencies according to the potention
of each. Second, 2013 curriculum is competency and character
based curriculum, so it may underlie the development of other
capacities in various aspects (mastery of knowledge, specific
skills, and personality) which are able to be optimal based on the
specific competence. Third, many fields of study related to the

20
development of skills which are more appropriate to use the
competency approach
d. The Implementation of 2013 Curriculum
The implementation of 2013 curriculum on learning activity
in schools by the teachers is implemented in three dimensions,
those are teaching learning planning, teaching and learning
process, and learning evaluation.
1. Dimension of Teaching Learning Planning
Hamalik (2009: 249) explained that, in this dimension
the teacher outlines the vision and mission or learning
objectives to be achieved. The attempt which should be done
is considering all the things which are needed and used in the
study in order to achieve the wanted goal. Everything is
covered in the lesson plan.
As explained previously, in 2013 curriculum, teachers
are no longer in charge of developing the syllabus but make
the lesson plan only. Here, the selection of appropriate media
becomes very important in order to suit the techniques that
used in teaching learning process. Media influence learning a
lot because it will relate to the students involvement. Media
can be used in direct instruction, active learning teaching
strategies and student projects. If we re-consider the
objectives of 2013 curriculum that students are not only

21
smart but also must have a good attitude and ability, then the
role of the media also cannot be ruled out.
Media offers both cognitive and affective experiences. It
can provoke discussion, an assessment of one's values, and
assessment of self if the media provide scenes or pictures
with strong emotional content. Besides, students can hone
their analytical skills by analyzing media using the theories
and concepts they are studying.
2. Dimension of Teaching Learning Process
Based on the Minister of National Education Regulation
Number 103 Year 2014, learning is a process of interaction
between students and students and between students and
teachers with learning resources in a learning environment.
The characteristics of an ideal learning are interactive
and inspiring; fun, challenging, and motivating learners to
actively participate; contextual and collaborative; providing
enough space for innovation, creativity, and independence of
learners; and in accordance with their talents, interests,
abilities, and physical and psychological development of
learners. At this dimension, the teachers implement teaching
learning strategies and methods that should be in accordance
with the approach in 2013 Curriculum, that is the scientific
approach.
22
The scientific approach is a science process-based
approach that is done through the process of observing,
questioning, exploring/ experimenting, associating, and
communicating.According to Anthony, approach is the level
at which assumptions and beliefs about language and
language learning are specified.
Method is the level at which theory is put into practice
and at which choices are made about the particular skills to
be taught, the content to be taught, and the order in which the
content will be presented .Within one approach, there can be
many methods (Richards, 2001: 19).
Related to the method chosen and used in the learning
process, when planning a learning activity, a teacher must
understand the characteristics of students first as well as
focus on the competencies to be mastered by the students.
Therefore, the teachers are required to have knowledge of
methods in order to choose the appropriate method.
3. Dimension of Learning Evaluation
The teachers‟ activity in this dimension is to evaluate
students' learning. Many points of view regard the evaluation
activity is performed after the teachers do the teaching and
learning process. Whereas evaluation activity can also be
performed when the learning activity is in process.

23
Evaluation is defined as the systematic attempt to gather
information in order to make judgments or decisions.
Evaluation has different meanings for different teachers.
However, the meaning of evaluation which has been widely
accepted by teachers in the field is a process which
determines the extent to which objectives have been
achieved.Based on the guidelines of learning evaluation by
the teachers from Minister of National Education Regulation
Number 104 Year 2014, 2013 Curriculum requires the use of
authentic assessment. In the paradigmatic embodiment,
authentic assessment requires a real authentic instruction and
authentic learning. It is believed that authentic assessment is
more able to provide information of students‟ ability
holistically and validly.
Kunandar (2014:12) proposed that authentic assessment
that used in the evaluation assess the students‟ readiness,
process, and outcomes of learning as a whole. Based on
Minister of National Education Regulation Number 104 Year
2014, authentic assessment is not the only approach used in
evaluating students, nonauthentic assessment is also used.
However, authentic assessment is the main approach in
evaluating students based on 2013 curriculum. Arikunto (
2007: 117) said that the scope of the evaluation of students‟

24
learning outcomes by the teacher include attitude
competencies (spiritual and social), knowledge, and skills.
The scope is also known as the three domains in the
objectives of education which formulated by Bloom et al
(taxonomy), named cognitive, affective, and psychomotor
domain.
Therefore, the instrument of assessment that used also
should be considered in order to include all of these three
competencies. The instrument of assessment which prepared
by the teacher must be in accordance with the characteristics
and complexity of the material in the content standards and
competency standards. Thus the instrument will provide
accurate information about the level of achievement of the
students‟ competence (Kunandar, 2014:12).
The factors that influence, support and determine the
successful 2013 curriculum implementation comes from the
commitment of all parties which involved as well as the
professional capabilities of the implementer of the
curriculum. Marsh said that there are three factors, those are
the support of the principal, teachers peer support, and
internal support in the classroom. From these various factors,
the teacher is the major and the main determining factor in

25
the implementation of 2013 curriculum (Oemar Hamalik,
2009: 239).
However ideal the curriculum is, without supported by
the teacher's ability to implement it, it will not be meaningful
as an instrumental input in achieving the goals of education.
In the same way, teaching learning activity without
curriculum as a guideline would not be effective. Thus, the
role of the teacher is a key position in the implementation of
2013 curriculum. Therefore, preparation and guidance for the
teachers for the implementation of 2013 curriculum is a
necessity.
e. The aims of 2013 Curriculum
2013 curriculum is aimed to prepare Indonesian people in
order that, they have live ability as an Indonesian people that
prosperous, productive, creative, innovative, and affective and
who are able to contribute to community nation.
B. Lesson Plan
1. Definition of Lesson Plan
There are several definition about lesson plan have been
provided by the experts. Harmer stated that lesson planning is
lesson planning is the art of combining some different elements
into coherent so that lesson has identity which students can
response, recognize, work and react to whatever sign and

26
gestures teachers may use to vizualize and create that identity
(Harmer, 1991: 434).
Mulyasa (2011:212) stated that lesson plan is a plan which
describe procedures and management of research in order to
reach one or more basic comptences regulated with Standard
Content and extended the syllabus. It means that there are several
steps and organization developed by the teacher.
According to the Minister of National Regulation Number
103 Year 2014 said that lesson plan is developed lesson plan in
detail on particular subject matter or theme that refers to the
syllabus. In conclusion, lesson plan is a sequence of lessons
which is provided by the teacher based on the curriculum. It is
developed from the syllabus as an effort the teacher to reach
main competences and basic competences in the curriculum.
2. The Function of Lesson Plan
Harmer (1991: 309) argued that teachers and students will
find the lesson not meaningful and interesting without lesson
plan. The bad conditions is the students undermined to learn
English. If teachers do not think what they are going to do, it
means they do something useless at all.
Those are the reasons why lesson plan is essential. According
to the Minister of National Regulation Number 65 Year 2013
about the Standard Process every teacher must develop lesson

27
plan completely and systematically so that teaching-learning can
be administered interactively, fun, challenging and can
encourage students to participate actively as well as can give
sufficient space for their creativity and autonomy based on their
interest, innates and also their physic and psychology
development. It means that the teacher must be develop the
lesson plan systematically based on students’ interest, ability,
and so fort as well as to encourage students to be active and
creative in their learning activities.
3. The Component of Lesson Plan
Lesson plan arrangement must be adapted to the syllabus.
Syllabus design is one aspect of curriculum development but is
not identical with it. A syllabus is a specification of the content
of a course instruction and lists what will be taught and tested
(Richards, 2002: 2). According to The Minister of National
Education Regulation Number 103 Year 2014, lesson plan is
arramged by teacher based on the syllabus with the following
principles:
1) Fully loads basic competences of spiritual attitudes, social
attitudes, knowledge, and skills
2) Can be implemented in one or more than one session
3) Pay attention to individual differences of learners
4) Students-centered
28
5) Context-based
6) Contemporary-oriented
7) Develop independent learning
8) Provide feedback and follow-up of learning
9) Have relevance and coherence between competencies and
between content
10) Utilizing information and communication technology
Based on The Minister of National Education Regulation
Number 103 Year 2014,there are several components guiding
teachers in designing 2013 Curriculum lesson plan which can be also
become criteria or requirement for constructing an effective 2013
Curriculum lesson plan. The requirements are as follow :
1) Main Competence (KI)
Main competence is description of students’ primary
competence include knowledge, attitude, and skills to be
achieved in every class and/or semester in a certain subject or
competence which have to be posed by students in a certain
subject. Main Competence is macro-skills based on the
government regulation in the curriculum. This main competence
will be thus translated into the basic competence that has several
specific competences to achieved by the students.
The macro skills of English language are listening, reading,
speaking and writing. Each of these macro skills is inerpreted

29
into basic competence which have to be achieved by the
students. After that, the main competences and basic
competences will be formulated into the syllabus and lesson
plan.
2) Basic Competence (KD)
Basic competence is formulated to achieve the main
comptence. Basic Competence formulation is developed with
pay attention the student’s characteristhic, first ability and
subject feature.
3) Indicator
Indicator of standard competence achievement is behaviour
or performance which can be measured and observed to show the
achievement of basic competence and main competence.
Indicator of standard competence achievement is when students
are able to perform their basic competence and it can be
measured and observed through assessment exucation covering
cognitive (knowledge), psychomotoric (skill), and affective
(attitude).
4) Objective
Process and product of learning that expected to be achieved
by learners based on basic competence is called objectives. In
this regard, at the end of the course program the students are able
to achieve the aims which are relied on basic competence.

30
5) Material
Material comprise of relevant theory, facts, priciples, and
procedures which are written in point style based on the
objective formulated, students’ characteristic, and time
allocation. This means that materials are related to what students
will learn in the learning setting and have to be relied on the
objective established, students’ charactheristic and time
allocation.
6) Teaching activity
Teaching activity is divided into three steps. First, pre-
teaching. It is conducted to motivate the students and to
reach the students’ attention. It acan be interpreted by
apperception. Second, whist-teaching. It is process of
teaching learning to achieve basic competence consist of
observing, questioning, exploring, associating, and
communicating. This is well-constructed and usually called
by scientific approach. Observing is in which reading,
listening or observe the object.
Questioning is in which students are angaged to ask
about the result of observing the object. Exploring and
associating are in which students are facilitated to collect, to
process, and to analyze the informations, while
communicating is in which students are confirmed, delivered

31
and communicated the information or these projects then get
the feedback or reflection. Third, post-teaching. It is
conducted by concluding the lesson, doing assesment and
reflection, and preparing feedback and follow up toward
students.
7) Assesment
Assesment is required to execute using rubrics in
order to evaluate the students’ achievement toward
indicators determined. The teachers have to provide the
rubrics well to easier evaluate the students’ achievement.
8) Resource
Resource is tool and media used such as textbook, projector,
computer, internet, and so forth in order to conduct teaching-
learning activity runs well and effectively as well as to attract
students’ interest in learning.
Component and systematic of lesson plan based on Salinan
Lampiran Permendikbud No. 81aYear2013 tentang Kerangka Dasar dan
Struktur Kurikulum, those are on Table 2.1.
4. Stages in Developing Lesson Plan
Based on Salinan Lampiran Permendikbud No. 81a Year
2013, Kerangka Dasar dan Struktur Kurikulum, there are stages
in developing
a) Analyzing syllabus
32
Generally, four each material on syllabus include of
four Kompetensi Dasar based on core competency aspects
(attitude God, attitude to self, environment, knowledge and
skills). Achieving these basic competency, in syllabus it is
explained that student’s activity in learning process based on
process standard. The student’s activity consist of
exploration, elaboration, and confirmation, there are
observing, questioning, experimenting,associating and
communicating. These activities must be developed in lesson
plan and the teacher must make their students active.
Analyzing of syllabus also consist of formulating indicator
and assesment.
b) Identifying Learning Material
Some aspects that have to considered in identifying
learning material are:
1. Students’ potential,
2. Relevancy to local characteristic
3. Physical, Intellectual, emotional, social, and student’s
spiritual
4. Usefulness for student
5. Knowledge structure
6. Actual, deep, wide learning material
7. Relevancy between students’ needs and environment

33
8. Time allocation
c) Deciding learning aims
Learning aims refer to indicator, at least consisting of
2 aspects: audience (students) and behavior (skill).
d) Developing learning activity
Some aspects that have to be considered in
identifying learning material are:
1. Learning activities are arranged to make easy teacher
so they teach Professional
2. Learning activities consist of activities done by
teacher as in syllabus
3. The steps of learning activities for each meeting are
done by teacher to make students active.
e) Formulating assessment
Some aspect that have to be considered in formulating
assessment are:
1. Assessment purposed to measure competence
achievement, KD-KD in KI-3 and KI-4.
2. Criteria of assessment are based on what students
achieve in learning process.
3. Using sustainable assessment.
4. Result of assessments used to decide the next step.

34
5. Assessment has to be suitable with learning experience
that done in learning process.
f) Deciding time allocation
In deciding time allocation for each KD, it is based on
effective week and time allocation for each subject.
g) Deciding learning source
Learning sources are object or thing used in learning
activity
e.g.: nature, culture, social, physical environment.

35
Table 2.1
Component and systematic of lesson plan of Ministerial Regulation Number
65/2013
School
Subject
Class/Semester
Time allocation
Main Competence
Basic Competence and Indicator (KD in KI 1)
(KD in KI 2)
(KD in KI 3)
Indicator
Note: KD 1 and KD 2 from KI-1 and KI-2 must not developed in indicator because both of
them achieve from indirect learning process. Indicator developed only KD-3 and KD-4
achieving from direct of learning process.
Objective
Learning material
Teaching method
Media, tools, and learning source
Source
Learning activities
1. First meeting
a. First activity (…minutes)
b. Main activity (…minutes)
c. Closing (…minutes)
2. Second meeting
a. First activity (…minutes)
b. Main activity (…minutes)
c. Closing (…minutes)
Assesment 1. Kind of assesment
2. Form Assesment
3. Technique of assesment
36
C. Previous Study
The researcher found two preceding studies about difficulties
in designing lesson plan based on 2013 Curriculum. It is
conducted by Miftah Farid (Indonesia University of Education)
in 2014. It is a qualitative research entitled “Teachers Difficulties
in Lesson Planning Based On School-Based Curriculum”. Its
objectives to picture the teachers’ preparation before conducting
a lesson in terms of designing learning activities to conduct in
classroom, particularly in setting indicators and objectives,
selecting materials and media, plotting the teaching procesures,
conducting students’ evaluation and to investigate the difficulties
faced by the teachers in planning lesson.
He gathers data through non directive interviews and
document analysis using several categories in Reiser and Dick’s
about Systematic Planning. The result of this research is the
teacher have got the difficulties in finding suitable materials for
the students due to the lack of resource books for vocational
school. The similarity between this research, the researcher tried
to find out the difficulties of the teacher in designing lesson plan.
The difference of this research is the implementation of the
curriculum.
The second preceding was conducted by Jasmi, in 2014 in
61st TEFLIN International Conference, UNS Solo 2014. The

37
finding of this research is the teacher got some difficulties in
arranged assesment because the teacher did not get any training
and seminar. The similarity between this research is the
researcher tried to find out the teacher’s difficulties in designing
lesson plan based on 2013 curriculum. The difference between of
this research is the subject in senior high school in the one of
school in Cipatat, West Java.

CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research used qualitative method, the researcher
uses descriptive qualitative design to describe the difficulties
faced by the teacher in designing lesson plan based on 2013
Curriculum, to clarify and to describe the data. Moloeng
(2004:6) stated that qualitative research is a research to
understand in a phenomenon that happen to be research subject
by describing it into words and using natural method in natural
context. This research applied a qualitative research in order to
understanding situations and event from the viewpoint of the
participants (Fraenkel, et.al. 2012: 10)
Descriptive study is a part of qualitative study, so
treatments and manipulation are not involved. Data are collected
in the form of words or pictures rather than numbers (Fraenkel,
Wallen & Hyun, 2011). In this research, the researcher
conducted descriptive qualitative research which described the
difficulties in designing lesson plan. So, in this case the
researcher described without giving any calculation or statistic
procedure.
38
39
B. Setting of Research
The researcher conducted the study in SMP Al-Islam
1 Surakarta. It is located on Jl.Mr. Muhammad Yamin 125 –
Jl.Ponconoko 37, Surakarta 57154 (Phone (0271) 718825 –
718066) email : splasa_08@yahoo.co.id ,website :
www.spalsa.sch.id. The location have three buildings, that
each of building separate in a several place. The first
building, Campus A on Jl.Mr.Muhammad Yamin 125 for the
special program students’ in this school. Campus B and
Campus C on Jl. Ponconoko 37, this building include the
laboratoriums and for the reguler program students’. The
school is chosen as place of the research it is accessible for
conducting the research, which fits one of th consideration in
conducting a research proposed by Cohen et al (2007:100).
The research period is in Mei 2017 to early June
2017, during the late even semester of the 2016/2017
academic year. The researcher gets involved in this school
until as long as she could reach the data completeness. This
research was conducted in academic year of 2016/2017. The
complete time setting of this research includes pre-
observation, designing proposal, seminar proposal, collecting
data, consulting and writing thesis report stated in Table 3.1.

40
Table 3.1. Time of The Research
Month
Nov-Dec March Apr May June July
Schedule Jan 2017 Feb
2016
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Pre
observatio
n
Design
Proposal
Proposal
Seminar
Collecting
Data
Consulting
Writing
thesis
report
C. Object and Informant of The Research
The object and informant of this research are :
1. Object
The object of this research is the difficulties faced by the
teacher in designing lesson plan based on 2013 Curriculum.
2. Informant
The informant of this research is English teacher in
each grade of class in SMP Al-Islam 1 Surakarta. As this
research is conducted in the context of 2013 Curriculum, the
subjects are three English teachers who teach in each grade
VII,VIII, and IX. The three teachers, are :
1. Mrs. Dwi Pawestri Handayani, S.Pd
2. Mrs. Farida Hayati, S.Pd

41
3. Mrs. Ratnawati Kidding, S.Pd
D. The Technique of Collecting Data
To get the valid data, the researcher must use several
techniques of collecting the data and is also supported by the
research instrument that will help the researcher to collect the
valid and systhematic data. Here, the researcher will describe
how the researcher collects the data and the related intruments
that support the researcher in collecting the data.
1. The Research Instrument
The process of collecting the data, the researcher also
used some additional instruments to obtain the systhematic
data. The researcher used the theory for the analyzing lesson
plan elements based on Ministerial Regulation No. 65 Year
2013.
2. Procedure
The data collection steps involve (a) setting the boundaries
for the research, (b) collecting the information, (c) collecting
the information through observations, interview, documents
and visual materials, and (c) esthablishing the protocol for
recording information (Creswell, 2009: 178). From the
explanation above, the technique which researcher used in
this research is as follows :

42
a. Interview
The interview is a flexible tool for data collection,
enabling multi-sensory channels to be used : verbal, non-
verbal, spoken and heard (Cohen, 2007: 349).
Moloeng (2002:135) said that interview is a
conversation with certain purposes which is done by two
parties, the interviewer and intervewee. Additionally, Schunk
explained that interviewis the situation in which interviewer
ask some questions or problems to discuss and the
interviewer gives responses orally. Kothari (2004: 97) stated
that the interview methodofthe collecting data includes
showing of oral-verbal stimulation and reply in terms of oral-
verbal responses.
In this research, the interview was conducted to gain
information on the difficulties in designing lesson plan.
Semi-structured interviews. Some questions were adapted
from Professor Dr. Marsigit, MA (2015) and modified by the
researcher by adding some questions required to gather the
data needed. Before the interview, the teacher was given a
list of questions to be covered. The interviews were done by
asking questions orally, speaking in Bahasa Indonesia to
give the English teachers unlimited answer.

43
b. Document Analysis
Teacher’s lesson plan would be collected in this
research. Lesson plan would be analyzed using checklist in
accordance with its elements as stipulated by Ministerial
Regulation No. 65/2013, i.e. indicators, learning objectives,
learning materials, teaching method, teaching media, learning
sources, learning activities, and assessment. The table
checklist for analyzing lesson plan elements would stated in
Table 3.2.
Table 3.2. Checklist for Analyzing Lesson Plan Elements based on 2013
Curriculum as stipulated by Ministerial Regulation No.65/2013
Lesson Plan Elements Lesson Plan
Available Not available
Indicators
Objectives
Learning Material
Teaching Mehods
Learning Activities
- Pre activity
- Main activity
- Post activity
Assesment
44
E. Technique of Data Trusthworthiness
In analyzing the data, the researcher also needs to
check and analyze the validity of the data resource to get the
validity of the data. The researcher must use the relevant
technique of data analysis to check the data validation of a data
scientifically and responsibly. In this case, the researcher used
the triangulation for testing the validity of the data.
Triangulation is a technique of data analysis which is
benefited something out of data itself in order to check the result
of data or as a data comparer ( Moloeng, 2001:178). This
assumption is supported by Denzin (2000:391), he states that :
a. Data Triangulation : The use of variety of data source in a
study.
b. Investigator triangulation : using several different
researchers or evaluator.
c. Theory triangualation : using multiple methods to study a
seingle sent of data.
d. Methodological triangulation : using multiple methods to
study a single problem.
In this research, the researcher uses data source
triangulation. Source triangulation is used to compare and
recheck the validation of the information. Whereas,
triangulation method means that in checking the data

45
validation of the problem, researcher has to compare some
method of collecting data (interview and documentation)
which is the data collection is in the same place and portion.
The sources of the data are the English teachers in SMP Al-
Islam 1 Surakarta.
F. The Data Analysis
As the interviews have been conducted and audio-taped,
the next step to do is analyzing the data. In this study, the data
obtained from the interview with the teachers and document. The
data will be analyzed using qualitative method.
To analyze the data, the researcher used the Ministerial
Regulation Number 65 Year 2013. The elements that have to be
analyze in lesson plan were limited from six elements.
In analyzing the data, the writer employs the interactive
model by Miles and Huberman (1994:12) which divides the data
analysis procedures into three steps; data reduction, data display
and drawing conclusion and interpretation. The data analysis
begins as the observation conducted, and keeps on going during
the whole study. The process can be seen in the following picture
3.3.
46
Data
Data
Display
Collection
Data
Reduction Conclusion :
Drawing/Verifying/Interpreting
Figure 3.3. Components of Data Analysis: Interactive Model (Miles
and Huberman, 1994:12)
a. Data Reduction
Data reduction is an activity summarizing, electing
subject matter, focusing in things which are important, and
looking for themes and patterns.
b. Data Display
According to Miles and Huberman, data display is set
of strustured information and gives the possibility of drawing
conclusions and taking action.
c. Conclusion Drawing/Verifying
Conclusion drawing/verifying is an activity of
formulating research resultthat answer the focus on the
research based on data analysis result. Conclusion are

47
presented in the descriptive form of the research object based
on the research study.

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Finding
The research finding consist of the description of the data that was
found in research field includes three parts. The first part is the
difficulties faced by teacher 1. The second part is the difficulties faced
by teacher 2. The three part is the difficulties faced by teacher 3.
1. Difficulties in designing lesson plan faced by Teacher 1 based on
2013 Curriculum
Based on the interview and document analysis, the researcher
found the teachers’ difficulties in designing lesson plan based on
2013 Curriculum. The finding will be explained below:
a. Difficulties in Designing Lesson Plan
Curriculum includes indicator, objective, learning material,
teaching method, learning activities and assessment. There are
related to the Ministerial Regulation No. 65 Year 2013 in the
components of lesson plan based on 2013 Curriculum.
1) The Result of Interview
Based on the interview with the Teacher 1 which held
on Tuesday, May 30th 2017. The teacher 1 as the English
teacher who teach in seventh grade students, said that:
48
49
Kadang-kadang saya bingung. Jadi kadang ini

permendikbud no berapa. Sampe bingung bahkan sampe
ga tau. Kayak kemarin itu buatnya kan pake KI atau apa
trus semester 2 ada guru sini yang ikut PL. PL apa ya
mba saya lupa. Pokoknya itu. Jadi pake agama. Itu
ternyata ada perbedaan tujuannya ga dicantumkan. Nah
sekarang balik lagi kayak kemarin. Jadi Cuma satu
semester ini yang diganti ini saya belum buat.
The statement above means the Teacher 1 does not have a
lot of information about the changing that happens in
designing lesson plan. The teacher 1 heard the unclear
information and make her confused. So, the Teacher 1 does
not have deep information about component or format
changing in lesson plan based on 2013 Curriculum. From the
statements above, the researcher develope the question to
getthe detail information.
Researcher : Bagaimanakah Ibu mengembangkan

indikator dalam RPP Ibu? Kemudian menurut ibu ,
tujuan dari penyusunan indikator pencapaian
kompetensi dasar sendiri itu apa? Apakah Ibu
menemukan kesulitan dalam mengembangkan indikator
dalam RPP?
Teacher 1 : Indikator itu saya kembangkan dari
operational verb-nya, kalo tujuannya untuk apa ya mba.
Maksudnya, saya bingung. Kalo kesulitan ya kadang-
kadang menemukan buat milih kata yang tepat untuk
dipakai .
The English teacher said that she got difficulties when was
developing the indicator. Especially, when the teacher has to match
the “operational verb” which fits with the material. From the
50
teacher’s answer above, it is indicated that the teachers confuse and
do not know understand what is the indicator.
Researcher : Dalam aktivitas pembelajaran inti

berkaitan dengan material dan media. Bagaimanakah
ibu mengembangkan hal tersebut?. Apakah Ibu
menemukan kesulitan dalam mengembangkan aktivitas
pembelajaran inti, dalam memilih media yang tepat dan
mengembangkan bahan materi?
Teacher 1 : Pembelajaran inti ya materi yang mau
disampaikan dalam hari itu.Ya itu ya saya kembangkan
menurut Scientific Approah. Ya, sering terutama dalam
apa ya . Saya kan pembelajaran pertama kan observing,
menanya, mengumpulkan data, menganalisa . Ya itu
kadang-kadang anak-anak ga bisa. Mengarahkan kita
sulit gitu hlo, biasanya dibuat kelompok ya sebelum
presentasi.Jadi untuk mengembangkannya kita bingung,
harus berpikir lebih karena kondisi anak kadang
responnya beda-beda. Memilih materi ya kan sudah ada
buku siswa , ya sudah sesuai itu saja. Tapi materinya
kurang variatif jadi membuat saya bingung. Perlu
pengembangan sendiri.
From the statement above, the fact of implementation the
2013 Curriculum sometimes does not appropriate with the lesson
plan that has been created by the teacher. The implementing is
adaptable from the condition of the students in the class during the
teaching-learning process not match with the lesson plan. The
teacher just follows the textbook of the student’s book 2013
Curriculum. As in teaching materials and learning activities. The
teacher consider that learning material was incomplete and the
teacher should improve the material by herself.
Researcher : Untuk penilaian dalam kurikulum

2013, bagaimanakah Ibu mengembangkan instrumen
51
penilaian ibu dan apakah ada kesulitan dalam membuat

instrumen penilaian?
Teacher 1 : Untuk pengetahuan misalnya gitu,
kemampuan, penilaian sikap. Misalnya begitu. Kalo
sikap misalnya keberanian dalam bertanya trus
kesantunan kemudian keberanian mengungkapkan
pendapat misal’e seperti itu. Kalo kesulitan ya aspeknya
banyak siswa banyak hla kita ngajar sambil menilai
mengamati ya sulit. Aspeknya banyak sekali.
From the statement above, the teacher was difficult to make
an assessment because of many aspects that must be considered
when the teacher making student assessments and handled the
number of the students.
The result of the interview with the teacher 1 mentioned that
the teacher have got difficulties in developing the indicator, main
activity, and assessment. The teacher said that indicator that have
some operational verbs and for the languange teaching learning
should have variation. The teacher have to develop the operational
verbs in lesson plan by ownself. The assessment of the lesson plan,
that have so many aspects and make the teacher confuse because the
number of the students is so many too.
2) The Result of Document Analysis
In this research, the researcher analyzed the lesson plan
based on the checklist of 2013 Curriculum as stipulated by
Ministerial Regulation No. 65 Year 2013 which were
checked by the researcher’s advisor and the competent

52
english lecturer. The lesson plan match with the component
of 2013 Curriculum. The component lesson plan by Teacher
1 includes identity of lesson plan, indicator, objectives,
learning material, learning activities, and assessment.
In developing the indicator, the Teacher 1 was used
the suitable operational verbs wuth the competencies that
want to be measured, but the monotonous operational verbs
because all of the operational verbs use
“identified/mengidentifikasi” to explain the achievement in
indicator. For the numbering, to develop the indicator has
little bit mistakes that in basic competence written 4.7 but on
the indicator is written 4.1.1. See on the appendix 8 page
124.
Another component of the lesson plan, it is about the
teaching method. The lesson plan’s Teacher 1 does not
mention about scientific approach without explaining the
specific method. See on the appendix.
b. The Teacher 1’s solving the difficulties in designing lesson
plan based on 2013 Curriculum
Based on the interview with the teacher 1 who teach in
seven grade students, the teacher said that :
Researcher : Mengenai kesulitan-kesulitan yang di

alami, Bu. Solusi yang biasa Ibu lakukan untuk
meminimalkan kesulitan tersebut dalam membuat RPP
K13 itu , misal apa bu?
53
Teacher 1 :Ya kalo saya lebih suka tanya ya sama teman

sejawat, yang sama-sama bahasa Inggris. Atau juga
buka modul, buku-buku kemarin, atau yang diberikan
dari kurikulum. Disekolah kita juga ada IHT tiap 3 bulan
sekali. Itu program dari kurikulum juga untuk media
sharing antar guru.
Based on the interview above, the Teacher 1 try to open the
previous modul or books that related to the difficulties that her faced
when designing lesson plan. Another way, that she always getting
sharing with the other teachers on IHT (In House Training) program.
2. Difficulties in designing lesson plan faced by Teacher 2 based
on 2013 Curriculum
teaching method, learning activities and assessment. There
are related to the Ministerial Regulation No. 65 Year 2013 in
the components of lesson plan based on 2013 Curriculum.
on Monday, May 22nd 2017. The teacher 1 as the English
teacher who teach in eighth grade students, said that:

54
Penilaian dalam kurikulum 2013 itu rumit sekali.

Komponen-komponennya kan banyak sekali,bahkan
pada waktu awal-awal dulu itu guru itu ibarat’e
memperhatikan murid sama memperhatikan komponen
penilaian lebih rumit.Dulu waktu awal-awal saya
sering diikutkan pelatihan tetapi kadang pemateri juga
seperti belum siap. Ya mungkin karena yang membuat
dari pusat itu setingkat rektor gitu ya, kurang
memahami keadaan di lapangan sebenarnya
bagaimana.Kalo saya menilainya yang simple , kalo
anaknya baik, sholeh sholeha sudah saya kasih nilai
bagus.
From the statement above, that the Teacher 2has got
difficulty in developing assessment about the 2013 Curriculum. As
the previously informant, assessment of the 2013 Curriculum has so
many aspects or components that have arranged and understood by
the teacher. The aspects of assessments based on 2013 curriculum
include attitude, knowledge, and ability. The subjectivity of the
teacher when arranged the assessment was also real.
Dalam aktivitas pembelajaran inti yang kita kan sekarang

pake yang namanya Scientific Approach . Nah itu kadang
kita ya bingung mencocokkan. Karena ini kan pembelajaran
bahasa.. Bahasa kan Kaya sekali, materi sedikit bisa
kemana-mana. Kan ada yang pertama mengamati, observasi,
kemudian questionning. Nah untuk questionning menurut
saya itu bukan gurunya yang bertanya kalo menurut K13 tapi
siswanya yang apa bertanya. Jadi memancing siswa untuk
bertanya itu sulit banget.Selain itu harus pilih pendekatan
yang tepat. Di K13 ada tiga pendekatan metapi untuk guru,
guru bahasa inggris lebih dari itu.
From the statement above the teacher got difficulty in
developing main activity especially in the questioning. The teacher
should have a strategy to make the students are active in the class.
55
In this research, the researcher analyzed the lesson plan
based on the checklist of 2013 Curriculum as stipulated by
Ministerial Regulation No. 65 Year 2013 which were
checked by the researcher’s advisor and the competent
english lecturer. The lesson plan match with the component
of 2013 Curriculum. The component lesson plan by Teacher
2 includes identity of lesson plan, indicator, objectives,
learning material, learning activities, and assessment.
An identity of the lesson plan by Teacher 2 does not
written about the theme of the lesson and there is no
objectives in her lesson plan. Another shortage of the
Teacher 2’s lesson plan about time allocation in learning
activities is mentioned two meetings but the teacher just
mention and explaining the material in one meeting one the
teaching learning activities.
b. The Teacher 2’s solving the difficulties in designing lesson plan
based on 2013 Curriculum
Based on the interview with the Teacher 2 about how the
teachers’ solve the difficulties in designing lesson plan. The teacher
2 said that to solve the difficulties when designed the lesson plan,
she got always follow the IHT (In House Training) that held in
every third months, Rakor (Rapat Koordinasi) in once a month and

56
sharing with the other English teacher in a special English Day for
English teacher in Tuesday in every week. Another condition that
she also finds in the internet, books, youtube, and additional
sources.
3. Difficulties in designing lesson plan faced by Teacher 3 based
on 2013 Curriculum
teaching method, learning activities and assessment. There
are related to the Ministerial Regulation No. 65 Year 2013 in
the components of lesson plan based on 2013 Curriculum.
on Wednesday, May 24th 2017. The teacher 1 as the
English teacher who teach in eighth grade students, said
that:
kesulitan-kesulitannya itu perubahan-perubahan

kemudian kadang-kadang kita belum banyak diberikan
latihan-latihan seperti indikator ini tadi ya. Kadang-
kadang kita sulit menghapalkan kata-kata yang harus
atau yang tepat dipakai terutama untuk bahasa ini. Apa
57
namanya bahasa jadi harus menggunakan berbagai

macam variasi kalimat agar betul-betul sinkron dengan
kompetensi dasar. Jadi mem-breakdown dari
kompetensi dasar ke indikator itu sulit ya.
The statement above explained that the teacher got
difficulties in developing indicator. Similar with the
previously statement that the indicator needs some
operational verbs for describing what the achievement
that have reached by the students.
Pendekatan kalo dulu kan Kurikulum 2013 5M mulai

dari observasi kemudian bertanya nanti mengasosiasi
mengmpulkan data kemudian menganalisa data
kemudian mengkomunikasikan. Nah itu kan kalo di
mata pelajaran sains sangat tepat tapi untuk
menerapkan itu di mata pelajaran bahasa seperti kita
ini memang kadang-kadang agak sulit untuk
memadupadankan
Based on The Minister Regulation No. 81A Year of
2013 , enclosure IV teaching-learning process consist of five
learning experience, there are: Observing, Questionning,
Collecting the information, Associating, and
Communicating. Concept of Scientific approach is used in
2013 curriculum as scientific process to think in teaching-
learning process. From the statement above, it can be
concluded that the teacher was difficult in developing main
activity (especially choosing the teaching method), when the
teacher matched the material to the activities in teaching-
learning process.
58
Penilaian itu kalo test tulis ya tinggal pembobotannya

saja kadang-kadang yang sulit itu yang membuat
instrumen penilaiannya terutama ditest lisan.
Penampilan 25, fluency 25, intonation 25, grammar 25.
Kadang kita untuk menentukan detailnya agak
susah.Selain itu juga sulit untuk
mengimplementasikannya.
Based on the statements above,the teacher said that the
assessment of 2013 curriculum make the teacher is confused
to apply. The teacher found some difficulties in the
implementation and do not understand it very well.
In this research, the researcher analyzed the lesson
plan based on the checklist of 2013 Curriculum as
stipulated by Ministerial Regulation No. 65 Year 2013
which were checked by the researcher’s advisor and the
competent english lecturer. The lesson plan match with
the component of 2013 Curriculum. The component
lesson plan by Teacher 2 includes identity of lesson plan,
indicator, objectives, learning material, learning
activities, and assessment.
Based on the Teacher 3’s lesson plan, the assessment
had less information about how to appraise the students.
It is only mentioned about assessment knpwledge and
skill without rubrics or no enclosure assessment.

59
b. The Teacher 3’s solving the difficulties in designing lesson
plan based on 2013 Curriculum
Based on the interview with the Teacher 3 about how the
teachers’ solve the difficulties in designing lesson plan. The
Teacher 3 said that to solve the difficulties, that the school has a
program from curriculum division, IHT (In House Training). In
House Training is the program to increase the human resource
of the teacher. In HouseTraining basically is held five times in a
year. See on the Appendix 07.
Another program is Rakor (Rapat Koordinasi) that usually
scheduled once a months. As a teacher, the teacher has to learn
never stop trying the new knowledge and open minded for every
science development.
B. Discussion
The lesson plan designed by the English teacher met the
requirements of the 2013 Curriculum. The English teacher had
consisted of seven components were discussed based on lesson plans
components determined by Minister of National Education Regulation
No. 65 Year 2013 and their connection to meet the requirements of
2013 Curriculum. It could be inffered that they were seven prime
components of 2013 Curriculum lesson plans that already written in the
lesson plan. They were indicator of identity, indicator, objective,
learning material, teaching method, learning activities, assessment. In

60
discussion, the researcher discusses some main point of the research
findings concerning with the teachers’ difficulties in designing lesson
plan based on 2013 Curriculum in SMP Al-Islam 1Surakarta in the
academic year 2016/2017.
1. The difficulties in designing lesson plan
Based on the literature review, the component of lesson plan
based on 2013 Curriculum are identity, indicator, objective, learning
material, teaching method, learning activities, and assessment.
a. The difficulties in designing identity
1) Teacher 1
Based on the Ministerial Regulation of Education
Number 65 Year 2013, the components of identity in 2013
lesson plan consist of name of institution, subject,
class/semester, theme, and time allocation. The Teacher 1 is
completely to mention the components appropriate with the
format of 2013 lesson plan. It means that the teacher did not
have difficulties in stating identity of the lesson plan based
on 2013 Curriculum.
2) Teacher 2
Based on the documentation, the teacher 2 made the
identity of the lesson plan did not match with the Ministerial
Regulation Number 65 Year 2013. The teacher did not
mention the theme of the lesson plan. It is just mention the

61
subject of the lesson plan without the spesific theme of the
material.
3) Teacher 3
The teacher 3 is mention the identity of lesson plan
based on Ministerial Regulation Number 65 Year 2013.
Based on the documentation, the identity completely mention
are the name of institution, subject, class/semester, theme and
time allocation. Based on the document analysis the teacher
did not have any difficulties in stating identity of the lesson
plan based on 2013 Curriculum.
b. The difficulties in designing indicator
1) Teacher 1
Supposedly, the indicators of standard competence
achievement formulated in the lesson plan were suitable with
main competence and basic competence. They were also line
with kowledge, attitude, and skill aspects. In additional, the
operational verbs used were suitable with the competences
that wanted to be measured. Moreover, they were developed
for basic competence in all main competence 1,2,3, and 4.
Based on the interview, the teacher 1 has difficulties
in designing indicator. The spesific difficulty in using the
appropriate operational verb to design the indicator. That is
line with the previous study that used by the researcher from
62
Miftah Farid (2014) skripsi. Some operational verbs that can
be used in indicator of standard competence such as,
mentions, writes, choose, verifies, etc (Mulyasa, 2011). That
is the difficulty in designing indicator considered the using
operational verbs,charactheristic of the students, and school
facilities.
2) Teacher 2
Based on the interview and documentation, the
teacher 2 claimed that with no difficulty when designing
indicator. The teacher 2, this far design the lesson plan
considered the syllabus and develop it appropriate with the
own comprehension.
3) Teacher 3
The teacher 3 claimed that the difficulty in designing
indicator is choosing the right operational verbs that matches
with the basic competence. The teacher feel confused and
difficulty to memorize the operational verbs when start
designing the lesson plan. Some operational verbs that can be
used in indicator of standard competence such as, mentions,
writes, choose, verifies, etc (Mulyasa, 2011). But, the
teacher 3 claimed always used the usual operational verb.

63
c. The difficulties in designing objectives
Objectives are explicit description of what students will be
able to do instead of what teachers are going to do as result of
the instructional they received. Based on the interview and
document analysis, all teacher does not have difficulties in
developing objectives.
d. The difficulties of learning material
1) Teacher 1
Based on the interview, the teacher had some
difficulties about instruction material included there was not
variation material in 2013 Curriculum. The material that was
delivered often was not appropriate to the planning and make
the low students’ response to the material that was explained
by the teacher.
2) Teacher 2
The teacher 2 had difficulties explain the material
was appropriate to the time allocation. Based on the
interview, the teacher sometimes adding the material from
aunthetic materials such as magazine, recordings, videos,
also newspaper and internet articles. It is because there was
less variation material. This practice is line with the Decree
of Minister National Education Number 41 Year 2007.

64
3) Teacher 3
The teacher 3 explained that does not difficult in
developing material. The teacher 3 used the students’ book
and follow the rule of the book in explaining material.
e. The difficulties in teaching method
All teachers had same difficulties in choosing right method
that to be used in teaching-learning process. The choosing
method will be line with the learning activities. The teacher used
the method that was appropriate for the 2013 Curriculum. The
teachers used project based learning, problem based learning,
and discovery learning. In describing in the lesson plan, the
teacher confused to match the method with students’ condition
and class condition.
f. The difficulties of learning activities
In selecting the learning activities, the English teachers had
difficulties in appliying scientific approach (5M) especially in
determining and classifying the activities in the met the
requirements of 2013 Curriculum scientific approach stage in
proportional time. They had also difficulties in connecting the
activities to the real life. In addition they had difficulties in
questionning stage especially in engaging students to get
involved in giving question.

65
g. The difficulties in assessment
In selecting assessment, the English teachers had difficulties
in esthablishing technique of aunthentic assessment, such as oral
assessment, written assessment, portfolio, etc. There were many
assessment in aunthentic assessment that had to be analyzed.
There were cognitive (knowledge), affective (attitude),
psychomotor (skill) aspects. Most of the English teachers had
difficulties in making assessment and their detail rubric. It is
concern with the Jasmi’s journal in TEFLIN UNS 2014 that
explained the teacher confused in determining assessment
because there were so many aspects which had to assessed based
on 2013 Curriculum.
Based on the explained above, that is conclude the teachers
did not have difficulties in stating identity and objectives, but the
teachers got some difficulties in stating indicator, developing the
learning material, choosing the appropriate method, and the
making assessment procedure.
2. The Teachers solve the difficulties in designing lesson plan based
on 2013 Curriculum
There are several activities that is done by the teachers to
solve their difficulties in designing lesson plan based on 2013
Curriculum.
66
Based on the interview, the problem solving the English
teachers in designing lesson plan are the Curriculum division
doing the program called IHT (In House Training) to develop the
human resource of the teachers in that school. In House Training
is done every three months in a year, it is a program to contain the
teacher to discuss, sharing and tell the new knowledge about the
development of the curriculum. The instructor in this program is
the teacher who is teach in this school also, usually the teacher
that follow the seminar or workshop in national level and then
share the information by In House Training.
Another program is MGMP’s (Musyawarah Guru Mata
Pelajaran) day that is divide appropriate with the subject, for
english in the school usually doing in Tuesday. Some Program
that also is done by the Curriculum division is Rakor (Rapat
Koordinasi), this program also to contain the teacher to discuss
and sharing about the new knowledge.
Based on the explained above, the problem solving is done in
that school by IHT (In House Training), MGMP’s day, Rakor
(Rapat Koordinasi), and the teachers’ activities to solve the own
difficulties such as browsing from the internet, opening the
previous modul, and sharing with the others teacher.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions.
There are some difficulties in designing lesson plan based on
2013 Curriculum by the teachers in SMP Al-Islam 1 Surakarta.
The difficulties are that : (a) The stating indicators concern with
the choosing appropriate operational verbs, (b) developing the
learning material, the material that using the student’s book from
the government is proportion less in material, it means that less
variation, (c) Choosing the appropriate teaching method in
learning activities, and (d) The procedure of assessment in 2013
Curriculum.
As the solutions to overcome the difficulties, the teachers
should more be close to the students then, it is related to the
students’ need and student interest, attended the workshop, joined
the seminar of the 2013 curriculum, discussed with the teacher
who had the same field, attended In House Training in school,
attended MGMP, and learned from journal, books and internet.
B. Suggestion
After conducting the research, the researcher would recommend
some suggestions :
67
68
1. For English Teacher
It suggested that the teacher should revise the shortages and
improve they knowledge and skills about the 2013 lesson plan.
Especially related to developing a systematic and good lesson
plan based on 2013 Curriculum, standard process and standard
content. The teacher should pay attention on several things
which were still in the problems related to the lesson plan
develop;determine the indicator, learning activities, teaching
method, and assessment. It is also suggested that the teacher
should utilize time effectively so the teacher can prepare the
lesson plan appropriately to the student’s needs and interest.
2. For Ministry of National Education and Culture
It is suggested that the government should facilitate the
teachers to udeep understand and could implemented the 2013
Curriculum well. The Government can conduct workshop related
to 2013 Curriculum in rural location.
3. For Readers
It is suggested that the reader to increase about the new
curriculum to always up to date the information and can give the
suggestion to the next researcher. It is suggested that next
researcher with more specific analysis on the lesson plan
involving several or many participants as well as accompanied

69
by its implementation in the classroom are needed in order to be
able to make generalization.

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ENGLISH TEACHERS’ DIFFICULTIES IN DESIGNING LESSON PLAN

BASED ON 2013 CURRICULUM

(A Descriptive Study in SMP Al-Islam 1 Surakarta)

Submitted as A Partial Requirements for the degree of Sarjana

In English Education Departement

ENGLISH EDUCATION DEPARTEMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

This thesis is primarily dedicated to :

1. My great parents, Agus Hariyanto and Suprapti

2. My beloved sisters, Agustin and Iin Saputri

3. My best brothers, Dwi Saputra, Adi Putra, and Yan Putra

4. My friends who encourage and support me

5. My second magnificient home, IAIN Surakarta

6. All the people who touch my heart, I dedicate this thesis

Karena sesungguhnya sesudah kesulitan itu ada kemudahan, sesungguhnya

sesudah kesulitan itu ada kemudahan.

(Q.S. Al-Insyirah ayat 5-6)

Teachers’ Difficulties In Designing Lesson Plan Based On 2013 Curriculum

(A Descriptive Study In SMP Al-Islam 1 Surakarta). Peace be upon Prophet

1. Dr. H. Mudofir Abdullah, S. Ag., M.Pd., as the Rector of the State

2. Dr. H. Giyoto, M. Hum.,as the Dean of Islamic Education and

TeacherTraining Faculty and the first consultant for his guidance,

precious,advices, and motivation for the researcher.

3. Dr. Imroatus Solikhah, M.Pd., as the Head of English

4. Novianni Anggraini, M.Pd., as the first consultant for her guidance,

precious, advices, and motivation for the researcher.

5. All the lecturers of Islamic Educational and Teacher Training Faculty.

6. Drs. Muhammad Syafi’i as the Headmaster of SMP Al-Islam 1 Surakarta,

who hadgiven permission to the researcher to do the research.

Kidding, S.Pd., as the English teachers of SMP Al-Islam 1 Surakarta, who

had given the time to help theresearcher to do the research.

8. My beloved parents, Agus Hariyanto and Suprapti who always supportthe

researcher to finish this research.

9. My beloved brothers, Dwi Saputra, Adi Putra, and Yan Putra.

10. My beloved sisters, Agustin and Iin Saputri

11. My beloved friends, Anies, Hikmah, Diah, andall members of PBI C

grammaticalerror from this research.

Surakarta, December 05th2017

ADVISORS SHEET .............................................................................................. ii

RATIFICATION .................................................................................................. iii

ACKNOWLEDGMENT .................................................................................... vii

TABLE OF CONTENTS .......................................................................................x

LIST OF TABLES ............................................................................................. xiv

LIST OF FIGURES .............................................................................................xv

LIST OF APPENDICES ................................................................................... xvi

A. Background of the Study ...............................................................................1

B. Identification of the Study .............................................................................7

C. Limitation of the Study ..................................................................................7

D. Research Problem ...........................................................................................8

E. Objectives of the Study .................................................................................8

F. Benefits of the Study ....................................................................................8

G. Definition of Key Terms .............................................................................10

CHAPTER II: REVIEW ON RELATED LITERATURE

1. Definition of Curriculum ........................................................................11

3. The School Based Curriculum 2006.......................................................14

a. Definition of School Based Curriculum 2006 ..................................14

b. The Charactheristic of School Based Curriculum 2006 ...................15

c. The Weaknesses in School Based 2006 Curriculum 2006 ...............17

4. The 2013 Curriculum .............................................................................18

a. Definition of 2013 Curriculum .........................................................18

b. The Charactheristic of 2013 Curriculum ..........................................18