The Barriers to Implementing English School Based Curriculum In Indonesia: Teachers perspective (original) (raw)
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The Barriers to Implementing English School Based Curriculum In Indonesia
International journal for innovation education and research, 2015
Eight years have passed since the current English School Based Curriculum 2006 for Junior High School in Indonesia first introduced in school, so teachers, principals and other stakeholders have had sufficient time to work with it and discover both the positive aspects and limitation in their individual context. At the time of its introduction, it represented a radical change of teacher's role. Teachers is not only the implementer but also a designer and developer of recent curriculum. This new paradigm requires the presence of qualified teachers who are able to determine their own material, teaching methods and assessment those are suitable for their students. Consequently, a teacher will have greater flexibility and accountability in transferring the curriculum into classroom level. This new double role will require a greater level of expertise in curriculum decision making. The aim of this article is twofold. First, it will t give a comprehensive review of the challenges in implementing English School Based for Senior High School 2006 from teachers perspective. It discusses the challenges that teachers hold as designer and implementer of the curriculum, and second, it will look into the importance of teacher change and commitment in succeeding the present curriculum.
Barriers to Implementing English School Based Curriculum In Indonesia
International Journal for Innovation Education and Research
Eight years have passed since the current English School Based Curriculum 2006 for Junior High School in Indonesia first introduced in school, so teachers, principals and other stakeholders have had sufficient time to work with it and discover both the positive aspects and limitation in their individual context. At the time of its introduction, it represented a radical change of teacher’s role. Teachers is not only the implementer but also a designer and developer of recent curriculum. This new paradigm requires the presence of qualified teachers who are able to determine their own material, teaching methods and assessment those are suitable for their students. Consequently, a teacher will have greater flexibility and accountability in transferring the curriculum into classroom level. This new double role will require a greater level of expertise in curriculum decision making. The aim of this article is twofold. First, it will t give a comprehensive review of the challenges in imple...
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE, 2019
The purpose of this study was to evaluate the implementation of 2013 - curriculum of English in three junior high schools in Yogyakarta, Indonesia. Evaluation is carried out by applying the Context, Input, Process and Product (CIPP) Model. This study invited a volunteer of a curriculum development expert, English teachers, and students to be the participants. The analysis on the documents, observation, and interviews indicated that the basic competence and the core competence met the students’ needs. This study also found that there were no criteria in regard with the targeted language form and the teaching learning process focused more on practicing in answering test drills to prepare the students for the national final exam. The findings indicated that students experienced difficulties with vocabulary they had never been taught at school and were challenged with long sentences while the test designer had problem in assessing text level of difficulties. Findings also showed that ...
INDONESIAN EFL TEACHERS' PERCEPTION ON THE IMPLEMENTATION OF 2013 ENGLISH CURRICULUM
Since 2014-2015 academic year, the Ministry of Education and Culture of Republic of Indonesia finally decided to implement the 2013 Curriculum. Restoring character education and improving students' creative thinking are the main reasons of the new curriculum development. This study employed teachers' understanding and perception on the implementation of 2013 English Curriculum and identified problems encountered by the teachers in implementing the 2013 English curriculum. Through qualitative design, the study was conducted at one of vocational high schools in Kuningan, West Java. This study reveals that the teacher's understanding toward 2013 curriculum is quite close to the basic principles of the curriculum and most of teachers claim that the new curriculum cannot be easily implemented at the moment since they find several problems in implementing 2013 English curriculum. They got difficulties in applying new learning revolution, developing assessment rubrics and the shortage of English duration at school will not ensure to improve students' competence. It also recommended that the teachers should put more efforts on applying the 2013 curriculum in the teaching and learning process by joining any training, workshop and improve their creativity and adapt to the advance of knowledge and technology.
Reviewing the Curriculum of an English Department of A Private University in Indonesia
IJEE (Indonesian Journal of English Education), 2016
Curriculum is a very important guideline as any teacher should have to develop syllabuses, lesson plans, and teaching materials. This study aims at evaluating the current curriculum of the English department of one of the private universities in Indonesia, Sisingamangaraja University (pseudonym); a teacher training college. This study is trying to look at the content of the curriculum to meet the criteria of a good curriculum. The documented data used were collected from the Head of the University’s English department. Further, the author also conducted interviews to the Head of the English department and some of the English department’s current students. It is expected that the outcome of this study will bring some recommendations to the institution necessary to improve the studied curriculum and it is not unlikely that the recommendations can also be useful for English teachers elsewhere. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3088
Curriculum Issues in Indonesia: Teacher’ Implementation And Students’ Perception Toward K13 In ELT
Journal International of Lingua and Technology
One of the most controversial curriculums implemented in Indonesia is 2013 curriculum. After the government assigned that in 2023 all of schools are expected to use the 2013 curriculum, yet in December 2014 the Ministry of Education changed the obligation with stated that the school that implemented the 2013 curriculum for about one semester should go back to KTSP curriculum. Frequently curriculum change in Indonesia give impact for teaching and learning process and to education stockholder. This study aimed to investigate the implementation of the 2013 curriculum in English teaching practice, to know the problems that teacher and student faces in the implementation of the 2013 Curriculum in ELT practice, and also to analysis the students’ perception toward ELT practice related to the implementation of the 2013 curriculum. Descriptive qualitative research is the design of this research. Subjects of this research are English teacher and student of one vocational school in Indonesia. ...
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As the crucial foundation of teaching learning process, curriculum should be well-designed by the curriculum developers. English curriculum in this language center has been developed years by years to find out an appropriate framework in order to provision students with certain abilities on English and the government pedagogical requirements. This study aims to seek the answers from purposive participants toward the three research questions; does the implemented curriculum meet the students’ needs?, how are the curriculum of English certification programs designed?, what challenges do the curriculum developers face with in designing the curriculum?. A focus group discussion was used as the research approach to get in depth-data from participants. It was conducted for 12 hours. The research results illustrate that the designed-curriculum has met the students’ need, internal institution policy and the development of other International tests. Likewise, the curriculum was designed by c...
A Comparison Study of Australian and Indonesian English Curriculum for Upper Primary School
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In this article I would like to describe a short history of English curriculum in Indonesia followed by the explanation about the study which is about the curriculum and implementation of elementary schools in Indonesia to be compared to Australian curriculum. This study employs qualitative approach as the data are collected and analyzed in the form of words. The analysis of data is in the descriptive qualitative where the data are described and analyzed based on the research questions. The finding shows that there some similarities and differences in term of the teaching objectives, the learning activities, and the assessment.
CURRICULUM DEVELOPMENT IN INDONESIAN CONTEXT THE HISTORICAL PERSPECTIVES AND THE IMPLEMENTATION
Abstrak Artikel ini bertujuan untuk mendiskusikan pengembangan kurikulum di konteks Indonesia. Salah satu aspek penting yang berkaitan dengan pelaksanaan pendidikan adalah pengembangan kurikulum. Kurikulum sebagai perangkat perencanaan dan sistem tentang tujuan, isi, materi dan metode yang digunakan pada proses belajar dan mengajar untuk mencapai tujuan pendidikan mempunyai peran penting dalam pendidikan nasional. Kurikulum sebagai komponen pendidikan bersifat dinamis, selalu berubah seiring dengan waktu. Perubahan itu sangat penting seiring dengan perubahan masyarakat, kebutuhan siswa, dan perkembangan ilmu dan teknologi. Perkembangan kurikulum pendidikan pada suatu negara termasuk Indonesia dapat mencerminkan perkembangan negara tersebut. Di Indonesia, kurikulum nasional telah berubah berkali-kali. Namun, keseluruhan kurikulum nasional di desain dengan dasar yang sama, yaitu Pancasila dan UUD 1945. Kata Kunci; pengembangan kurikulum, pendidikan nasional, konteks Indonesia Abstract This article aims at discussing the development of curriculum especially in Indonesian context. One of the important aspects relating to the implementation of education is the development of curriculum. Curriculum as a set of plans and systems about the goals/objectives, contents and materials and methods used to carry out teaching and learning process to achieve certain education goals plays an important role in national education. Curriculum as the component of education is dynamic, always changing over time. The changing is really important to keep up with the development of the society, the demand of the students' need, and the progress of science and technology. The development of education curriculum in a certain country, included Indonesia, can reflect the development of the country. In Indonesia, the national curriculum has been changed many times. However, the entire national curriculum is designed on the same basis, Pancasila and 1945 Constitution.