AN INTRODUCTION TO THE 2013 CURRICULUM Azhar Aziz Lubis (azharfbs@gmail.com) Universitas Negeri Malang Jl. Semarang 5 Malang 65145, Indonesia This paper aims to provide brief information about the 2013 Curriculum (henceforth K13). Accordingly, it starts from history of curriculum changes in Indonesia and its school of thought to the theory of the K13 and its characteristics in particular. Introduction Historically speaking, the genesis of the inclusion of English as one of the school subjects in Indonesia was as early as 1945, the time when World War II and the revolution against the Dutch ended (Rahmajanti, 2008). Since then, the Indonesian government has made a decision to adopt English as the first foreign language taught in high schools (Kasbolah, 1988 as quoted by Rahmajanti, 2008). To date, such a curriculum has changed ten times since the Independence Day of Indonesia namely Curriculum 1945, Curriculum 1964, Curriculum 1968, Curriculum 1973 (PPSP), Curriculum 1975, Curriculum 1984, Curriculum 1994, Curriculum 1999, Competence Based Curriculum 2004 (KBK), School Based Curriculum 2006 (KTSP), and the K13 (Widyastono, 2014). Changes of curriculum previously are due to several rationales, and the most pivotal reason of all is suitability. Every curriculum is suitable for its era, and is adversely affected by its school of thought’s era. The teaching of English in Curriculum 1945, for instance, adopted behaviorism school of thought. As a result, the activity in the classroom is devoted to students’ memorization only. However, the teaching of