This study aims to explore the dynamics of Indonesian language education policies contained in the system of curriculum 2013 and describe as well as analyze their implementation in classroom learning. Implementation in classroom learning is associated with four aspects of language skills, namely listening, speaking, reading and writing. Data in this study were collected through observation, in-depth interviews, and documentation studies. The data is then analyzed inductively with argumentative and interpretive techniques based on observations and interviews with Indonesian language teachers who teach in high schools. The results show that Indonesian language learning policies in schools must be communicative and constructive, based on process or results. Therefore, learning Indonesian according to the 2013 Curriculum leads to text-based and competency-based learning. The focus of learning that leads to reading skills occupies the highest portion of language learning activities, which is 50%. Then, the speaking and writing aspects are equal to 20%, while the listening aspect is the lowest, which is only 10% of the total Indonesian language learning activities carried out at the SMANS studied. Meanwhile, the focus of the assessment in accordance with what is stated in the current assessment standards is regulated in Permendikbud No. 66 of 2013. The focus of assessment in the implementation of Indonesian language education policies in the classroom leads to the formation of students' communicative competencies or skills. The skills aspect becomes the main focus in assessment, while the aspects of knowledge and attitude are integrated when students display or demonstrate their language skills.
Volume 12 | Issue 8
Pages: 367-375
DOI: 10.5373/JARDCS/V12I8/20202484