Implementation is the process of applying concepts, policy ideas, or innovations in practical actions so as to have an impact in the form of changes in knowledge, skills, and values, and attitudes (Polyana, 2006; 93). Issues in Implementing the 2013 Curriculum Implementation is a process of applying concept ideas, policies, or innovations in a practical action so as to give impact in the form of changes in knowledge, skills, and values, and attitudes (Mulyasa, 2006: 93). Furthermore, curriculum implementation can be interpreted as a process of applying the concept idea, policy, or curriculum innovation so as to give a positive impact to the students in the form of knowledge, skills, and values change, and attitude.
In other words, how a written curriculum is actualized in the form of learning. Thus, the Implementation of a Character-Based Curriculum can be interpreted as a process of applying the idea of the concept, policy, or innovation of the curriculum so as to have a positive impact on the changing character of learners.
There are some teacher difficulties that have implemented the following 2013 curriculum:
- Master has not received adequate training of Kurtilas;
- Unavailable Source Book for Teachers and Students;
- Insufficient Availability of Insufficient Facilities & Infrastructure;
- Not yet Skilled Teachers in Utilizing Information Technology (IT);
- Master of Difficulty Developing RPP based on Curriculum 2013
- Master Experiencing Difficulties in Implementing Curriculum-based Curriculum 2013;
- Unavailability of Technical Guidelines on Curriculum-based Curriculum 2013;
- Teachers have difficulty in changing the way students learn passively;
- Teachers do not yet have a Technical Guide on the model and how to report student learning outcomes based on Curriculum 2013;
- There are teachers who lack ‘land’ because they do not open Language Language at most schools;
- Lack of hours provided to achieve specified requirements;
- Lack of teacher skills in selecting and using instructional media.
- Unavailability of instructions on how to distribute the subject matter per semester;
- Teachers find it difficult to train students in using High Order Thinking Skills (HOTS); and
- Not yet planned matriculation program for Students. From the findings of the above research, the problems can be grouped into two, if analyzed carefully, namely: the problem that comes from the self of the English teacher itself and that comes from outside themselves.
Or difficulties are also not only from the outside, but the problems also come from the teachers themselves include: the lack of skills of teachers in using IT, teachers do not understand how to prepare and make lesson plans, implementing PBM and do an assessment, lack the skills of teachers in choosing and using media-based learning curriculum 2013.
English is used for learning with scientific and authentic approaches, there are still students with low learning motivation, and different teachers’ ability to understand the Curriculum 2013., and English teachers make every effort to overcome the difficulties it faces. These efforts are using interactive teaching and training and workshops that are different from the Curriculum 2013 at MGMP schools as well as in districts. The criticism for the government that takes care of the curriculum is to provide instructional training for teachers who will teach basis curriculum 2013. because if it does not provide mature training there will be various difficulties or problems in teaching based or method of curriculum 2013. and the government should evaluate the shortcomings of the 2013 curriculum.
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