The Barriers to Implementing English School Based Curriculum In Indonesia: Teachers perspective

Zaifuddin Mangali; Abdul Rahim Bin Hamdan

doi:10.31686/ijier.vol3.iss4.351

Authors

Zaifuddin Mangali Universiti Teknologi Malaysia
Abdul Rahim Bin Hamdan Universiti Teknologi Malaysia

DOI:

https://doi.org/10.31686/ijier.vol3.iss4.351

Keywords:

Teacher, curriculum implementation, barrier

Abstract

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.

Downloads

Download data is not yet available.

Author Biographies

Zaifuddin Mangali, Universiti Teknologi Malaysia

Curriculum and Instruction, Faculty of Education
Abdul Rahim Bin Hamdan, Universiti Teknologi Malaysia

Curriculum and Instruction, Faculty of Education

References

Antony, Leung Wai Lun. (2008). Teacher concern about curriculum reform : The case project. Journal of The Asia-Pasific Education Researcher. 17/1.75-97. DOI: https://doi.org/10.3860/taper.v17i1.351

Badaraco, J. J., & Ellsworth, R. (1989). Leadership and the quest for integrity.

Boston: Harvard Business School Press.

Bailey,K., Curtis, A., and Nunan, D. (2001). Persuing Professional Development: The self as Source, Ontario , Canada: Heinle and Heinle.

Barber, M., and M. Mourshed. ( 2007). How the World’s Best Performing Schools Come out on Top. McKinsey & Company, New York, USA

Basikin . (2008). Self-efficacy Beliefs of Yunior Secondary English Teacher In Yogyakarta Province . Unpublished Dessertation. Faculty of Education, Monash University.

Bekalo, S. & Welford, G. (2000). Practical Activity in Ethiopian Secondary Physical sciences : Implication For Policy and practice of match between the intended and the implemented curriculum. Research Papers in education.15/2,185-212. DOI: https://doi.org/10.1080/026715200402498

Beerens, D. R. (2000). Evaluating teachers for professional growth. Thousand Oaks, CA:Sage.

Beretta, A. (1990). Implementation of the Bangalore project. Applied Linguistic, 11/4, 321-327. DOI: https://doi.org/10.1093/applin/11.4.321

Bernstein, E. (2004). What teacher evaluation should know and be able to do: A commentary. National Association of Secondary School Principals. 88/639, 80–88. DOI: https://doi.org/10.1177/019263650408863907

Bjork, C. (2003). Local Responses to Decentralization Policy in Indonesia. Comparative Education. Jakarta . World Bank. DOI: https://doi.org/10.1086/376540

Borko, H., & Putnam, R.T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T.R. Guskey & M. Huberman (Eds.), Professional development in Eeducation: New paradigm and practices (pp 35-66). NY: Teacher College Press.

Bostald, R. (2004). School-based curriculum development: Principles, processes and

practices. New Zealand: NZCER Press.Carless, D . (1998).Factor Affecting Classroom Implementation. Task-based Curriculum renewal in Hong Kong.International Journal of Educational Reform. 8.4. 374-382. DOI: https://doi.org/10.1177/105678799900800405

Cavelti, G. (1995). Handbook of research on improving student achievement. Arlington, VA: Educational Research Service.

Cheng, Y.C. (1986). Curriculum Effectiveness. A Framework for Studying Curriculum Issues. Educational Journal. 14/1, 30-36

Cheung, D., Hattie, J., & Ng, D. (2001). Reexamining the Stages of Concern Questionnaire: A test of alternative models. Journal of Educational Research, 94/4, 226-236. DOI: https://doi.org/10.1080/00220670109598756

Cohen, B.J. (2004). Reforming the child welfare system: Competing paradigms of change. Children and Youth Services Review, 27(6), 653-666. DOI: https://doi.org/10.1016/j.childyouth.2004.11.016

Cohen, D.K., & Ball, D.L. (1990). Relations between policy and practice: A commentary. DOI: https://doi.org/10.3102/01623737012003331

Danielson, C. (2010). Evaluations that help teachers learn. Educational Leadership,

/4, 35–39.

Dembo, M., & Gibson, S. (1985). Teachers' sense of efficacy: An important factor DOI: https://doi.org/10.1086/461441

in school achievement. The Elementary School Journal. 86, 173-184.

Diknas. (2006). Departemen Pendidikan Nasinal. Jakarta.

Diknas. (2008). Evaluasi pelaksanaan KTSP oleh tim pengembang kurikulum propinsi. Pusat Pengembangn Curriculum.Diknas., Jakarta:

Darjowidjoyo, S. (2000). English Teaching in Indonesia. EA Journal, 18/1, 22-30 DOI: https://doi.org/10.1111/1467-9639.00010

Day, C. & Smethem, L. (2009). The Effect of Reform . Have Teacher Really Lost Their Sense of Profesionalism : Journal Of Educational Change, 10/2-3, 141-157 DOI: https://doi.org/10.1007/s10833-009-9110-5

Edwards, C.H. (1993). More on ―A nation at risk‖: Have the recommendations been implemented?.The Clearinghouse. 67. 85-88. DOI: https://doi.org/10.1080/00098655.1993.9956029

Egan, K. (2003). What is curriculum ? Journal of the Canadian Association for Curriculum studies. 1/1, 9-16.

Ekiz, D. (2004). “Teacher professionalism and curriculum change: primary school teachers’ views ofthe new science curriculum.” Kastamonu E/itim Dergisi, 12/2: 339-350. .

Elliot, E. (1996). What performance : Based Standards Mean for Teacher Preparation. Educational Leadership, 53/6, 57-58.

E. Karakas-Dukas (1995). Teachers identified factors affecting the implementation of curriculum innovation In Greek public secondary school. Language, Culture and Curriculum,8/1,53-68. DOI: https://doi.org/10.1080/07908319509525188

Elliot, E. (1996). What performance – based standards mean for teacher preparation. Educational Leadership, 53/6, 57-58.

Ellsworth, J.B. (2000) Surviving Change: A Survey of Educational Change Models. U.SDepartment of Education, Syracuse, New York: ERIC Clearinghouse on InformationTechnology.

Elmore, R. & Sykes ,G. (1992). Curriculum Policy. In P. Jackson (Ed.). Handbook of Research on Curriculum (pp.185-215). New York : Mac Millan.

Ely, D.P. (1990) “Conditions that facilitate the implementation of educational technologyinnovations”, Journal of Research on Computing in Education. Winter 90, 23/2, 298-306. DOI: https://doi.org/10.1080/08886504.1990.10781963

Evans, R. (2004). The human side of school change. San Francisco: Jossey Bass.

F. Bobbit (1923). The curriculum. New York: Macmillan.

French, Wendell L and Bell, Cecil H (1990). Organizational Development. 4th ed.Englewood Cliffs, NJ. Prentice Hall.

Fullan, Michael. (1977). Research on Curriculum and Instruction. Review on Educational Research. Winter.47/1, .335-397.Fullan, M., & Park, P. (1989). Curriculum implementation. Ontario: Ministry DOI: https://doi.org/10.3102/00346543047002335

of Education.

Fullan, Michael. (1993). Change Forces. London : The Farmer Press.

Fullan, M. (1998). The New Meaning of Educational Change. London. Cassel.

Fullan, M. (2001a). The new meaning of educational Change. 3rd ed. London: Rotledge Press. DOI: https://doi.org/10.4324/9780203986561

Fullan, M. & Park, P. (1981). Curriculum Implementation. Toronto: OISE Press.

Fullan, M & Hargreaves, A (Eds.). (1992). Teacher Development and Educational Change. Bristol, P.A. : The Farmer Press.

Fullan, M & Stiegelbauer, S. (1991). The New Meaning of Educational Change (2nd ed.). New York : Teacher College Press.

Fullan, M. & Miles, M.B. (1992). Getting Reform Right. What Works and What doesn’t. Phi Delta Kappan. 73/10. 745-756.

Fullan, M & Park. P. (1981). Curriculum Implementation.Toronto: OISE Press.

Fuller, E.F. (1969). Concern of Teaching. A Development Conceptualization. American Education Research Journal. 6/2, 207-226. DOI: https://doi.org/10.3102/00028312006002207

Gilchrist, RS.& Bernice, RR. (1974). Curriculum Development. California. Lear, Siegler.Inc./Fearon Publisher.

Glatthorn, A. A. (2000). Principal as curriculum leader shaping what is taught and tested. New York: Corwin.

Goe, L. (2007). The Link between Teacher Quality and Students Outcome . A Research Synthesis, Washinton DC. National Comprehensive Center for Teacher Quality.

Goodson, I.F. (2001). Social Histories of Educational Change. International Educational Journal. 2/1, 45-63. DOI: https://doi.org/10.1023/A:1011508128957

Gordon, S. P. (2004). Professional development for school improvement: Empowering learning communities. Boston: Allyn and Bacon.

Gross,N., Giacguinta,J.B. & Berstein,M. (1971).Implementing Organizational Innovation : Sociological Analysis of Planned Educational Change. New York . Basic Books.

Gu, Q. & Day, C. (2007). Teacher Resilience : A Necessary Condition Effectiveness. Teaching and Teacher Education, 23/8, 1302 – 1316. DOI: https://doi.org/10.1016/j.tate.2006.06.006

Guskey, R.T. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education.4/1. 63-69. DOI: https://doi.org/10.1016/0742-051X(88)90025-X

Guskey, T.R. (1995). Professional Development in Education. In Search of the Optimal Mix. In T.R. Guskey & M. Huberman (Eds.) Professional Development in Education. New Paradigm and Practices (pp 114-132). NY. Teacher College.

Habib Mat Som (2006). Guru dan Pelaksanaan Innovasi Kurikulum. Sorotan. Masalah Pendidikan Jilid 27. Universiti Malaya, Malaysia.

Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles,

and potholes. Boston: Allyn & Bacon.

Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles,

and potholes (2nd ed.). Boston: Allyn & Bacon.

Hanafie, I. (2007). Plus minus kurikulum tingkat satuan pendidikan. On Line Journal . Retrieved.November 2nd from

http://re-searchengines.com/imamhanafie3-07-2.html.

Hary Firman &BurhanuddinTola,. (2008). The future of schooling in Indonesia. Journal of International.11/1,71-84.

Havelock, R.G. and Zlotolow, S. (1995) The Change Agent Guide. Englewood Cliffs, NJ:Educational Technology Publications.

Heyward, Supantini. (2009). The Influence of Societal Culture to School and Classroom Reform. Paper ( HEY091142). Education Faculty, University of Tasmania, Hobart, AustraliaHord, S.M. (1986). A Manual for Using Innovation Configuration to Assess Teacher Development Program . Austin : University of Texas, Research and Development Centre for Teacher Education.

H. Talmage (1982). Evaluation of Programs. New York: Free Press

Irvine, J.J. (2003). Educating Teacher for diversity : Seeing with Cultural Eye. Multicultural Education Series. Newyork : Teacher College, Colombus University.

Jibaja-Rusth, M., Dresden, J. H., Crow, L. W., & Thompson, B. (1991). Measurement characteristics of the Stages of Concerns Questionnaire (SoCQ) during baseline phases. Paper presented at the Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Kamil, Dairabi & Sheikh Ahmad, Ismail (2011).Indonesian secondary school EFTL teacher's understanding and practice in developing school based EFL Syllabus. Paper [resented in 4th International Conference of Education Research (ICER 2011-Learning Community for Sustainable Development ), September 9-10, 2011, Thailand.

Karim Mattarima, & Abdul Rahim Hamdan. (2011). The teaching Constraints of English as a foreign Language in Indonesia : The context of School-based Curriculum. Sosiohumanika, 4/2, 287- 300.

Kaufman, Roger and Harrel, L.W. (1989). Types of Functional Educational Planning Models. Performance Improvement Quarterly, 2 (1). DOI: https://doi.org/10.1111/j.1937-8327.1989.tb00389.x

Kirkpatrick, Andy. (2007). Teaching English Across Culture. What do English Language Teachers need to know how to teach English. EA Journal. 23/2, 20-36.

Kolb, S. E. (1983). Development and application of a questionnaire for assessing Stages of Concern among nurses. Unpublished doctoraldissertation, University of Texas at Austin.

Korthagen (2004). In search of the Essence of Good Teacher : Toward a more Holistic Approach in Teacher Education. Teaching and Teacher Education. 20/1, 77-79. DOI: https://doi.org/10.1016/j.tate.2003.10.002

Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analyses. 15/2, 129 - 151. DOI: https://doi.org/10.3102/01623737015002129

Li, Hu. (2006). School-based curriculum development: An interview of China kindergarten. Early Childhood Education Journal. 33, 223-229. DOI: https://doi.org/10.1007/s10643-006-0061-7

Mata, Liliana .(2010). Key Factors of Curriculum Innovation. World Academy of Science, Engineering and Technology.66 2012.

Mumpuni, Nidyan. (2010).The Perception Towards The School Based Curriculum Implementation among English Teachers at Secondary School in Batam.Unpublished Thesis. University Teknologi Malaysia. Malaysia

Musthafa, B (2001). Communicative language teaching in Indonesia: Issues of theoretical assumptions and challenges in the classroom. Journal of Southeast Asian Education.2/2,1-9.

Murray, Alice. (2010). Empowering Teacher through Professional Development. English Teaching Forum. Number 1. 2010.

Nur, C. (2003). English language teaching in Indonesia: Changing Policies and Practices. In Kam,H.W. and Wong, R (eds.). English language teaching in East Asia today: Changing policies and practices. Singapore: Times Academic Press.

Oliva, P. F (1992) Developing The Curriculum.3rd Edition . New York, United State Of America . Herper Collin Publisher.

Peacock, M. (2001). Pre-service ESL Teacher’s Belief about second language learning : A Longitudinal Study. System, 29, 177-195. DOI: https://doi.org/10.1016/S0346-251X(01)00010-0

Priyatno, Agus Dwi (2008). Maximizing SFL Contribution to EFL in Indonesia. Paper presented in Seminar in Universitas Sebelas Maret. Surakarta. IndonesiaP. Moris (1995). The Hong Kong School Curriculum: Development Issues and Policies .Hong Kong. Hong Kong University Press.

P. William (et al) (1994) Percieved Barriers to Implementing a new Integrated Curriculum. Curriculum Perspective.14/1,17-23.

Ricardson,V. & Placier ,P (2001). Teacher Change.in V. Richardson (Ed.) Handbook of Research on Teaching (4th ed.). Washinton , DC. American Educational Research Association.

Sashkin,M & Egermeir, J. (1992). School Change Model and Processes. A Review and Synthesis of Research and Practice. Washinton DC, United States Department of Education , Office of Educational Research and Improvement.

Sinnema, Claire E. L. & Robinson, Viviane M. J. (2007): The Leadership of Teachingand Learning: Implications for Teacher Evaluation. Leadership and Policy in Schools. 6/4, 319-343. DOI: https://doi.org/10.1080/15700760701431603

Snyder, J., Bolin, F. & Zumwalt, K. (1992). Curriculum innovation. In Jackson, P.W. Ed.,Handbook of research on curriculum .New York, United States: Macmillan.

Stronge, James H. (1993). Evaluating Teachers and support personal. In B.S. Billingsley (Ed.) Program Leadership for Serving Students with Disabilities (pp 445-464).

Stronge, James H and Tucker,Pamela. (1999). The Politics of Teacher Evaluation: A Case Study of New System design and Implementation. Journal of Personal Evaluation in Education, 13: 4, 339-359 DOI: https://doi.org/10.1023/A:1008105332543

Stronge, James H. (2006). Teacher Evaluation and School Improvement : Improving The Educational Landscape. Journal of Evaluating Teaching: A Guide to current Thinking. DOI: https://doi.org/10.4135/9781412990202.d4

Suharto. (2009). From competence-based Curriculum to School-based Curriculum . The Post Method Era(SWOT analysis). Ragam. Volume 2 Agustus. Universitas Dipanegoro. Indonesia.

Sutrisno & Nuryanto. (2008). Profil Pelaksanaan Kurikulum Tingkat Satuan Pendidikan (KTSP) di Jambi. Badan Litbang Diknas. Jakarta.

Tanner, D. & Tanner, L.N. (1980). Curriculum Development: Theory into Practice . New York: Free Press.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education. 17. 783-805. DOI: https://doi.org/10.1016/S0742-051X(01)00036-1

Wati, Herlina. (2011). The Effectiveness Of Indonesian English Teacher Training Programs in Improving Confidence and Motivation. International Journal of Instruction. e-ISSN 1308-1470. P-ISSN:1694-609X. Vol. 4. No.1.

Wang, Hong. (2006). An Implementation Study of English As A Foreign Language Curriculum Policies In the Chinese Territory Context. Unpublished Desertation. Queen’s University, Canada.

Waugh, R. & Funch,K. (1987). Teacher Receptivity of Systemwide Change in the Implementation stage. Review of Educational Research. 57/3,237-254. DOI: https://doi.org/10.3102/00346543057003237

Worten, R. & Sanders, R (1998). Educational Evaluation . Alternatives Approaches and Guidelines. New York. Longman.

Wood, F.H. (1989). Organizing and Managing School-Based Staff Development. In S. Cadwell (ed.) Staff Development; A Handbook of Effective Practices (pp.26-43). Oxford,OH: Mainline Printing.

Wu,Chio-Chen. (2002). A Study of teachers’ Concerns when Implementing an Innovation in Taiwan. ELTED Journal. Vol. 6. Summer.

Yuwono, Grace (2005). English Language Teaching in decentralized Indonesia: Voices from the less priveledged schools. Paper presented at AABE 2005 International Research Conference. The University of Sydney.