TEACHERS’ PERCEPTION OF 2013 CURRICULUM IMPLEMENTATION IN JUNIOR HIGH SCHOOL

Isli Iriani Indiah Pane, Mahmud Layan Hutasuhut, Sisila Fitriany Damanik, Fahri Haswani

Abstract


The aim of this study was to examine English teachers’ perceptions and concerns about the implementation of the2013 curriculum in Junior high school in Indonesia. This study reports findings from interpretive case study design in a private junior high school in Medan region, Indonesia with 2 teachers. Data were generated using questionnaires, focus group interview, classroom observation and documentation. The research focus was on how the English teachers have implemented the 2013 curriculum. The findings indicate that the implementation of the curriculum was still problematic due to the teachers’ lack of knowledge of the 2013 curriculum and the teachers’ pile of work. In addition, one of the teachers was still confused with the implementation of the 2013 curriculum, to work with teenagers’ students, overcrowded classrooms, learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of junior high schools, teachers need to develop their professional knowledge through socialization and the in-service training. The government policy planners need to provide initial teacher education that suit junior high school contexts, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.

Keywords


junior high school; teachers’ perceptions; 2013 curriculum

Full Text:

PDF

References


Barnett, R. (2000). Supercomplexity and the curriculum. Studies in higher education, 25(3), 255-265.

Cressdee, M. (2002). Dealing with curriculum change: How teachers perceive recent curriculum changes and the strategies they employ to cope with such change. A Thesis: Murdoch University, Australia.

Cresswell, J. (2008). Educational study (3rd ed.). New Jersey: Pearson.

Fadillah, M. (2014). Implementasi kurikulum 2013 dalam pembelajaran SD/Mi, SMP/MTs, & SMA/MA. Yogyakarta: Ar-Ruzz Media.

Fanani, A., Yasin, I., & Murniati, A. (2020). Politics of education in curriculum development policy in indonesia from 1947 to 2013: A documentary research. Jurnal Pendidikan Islam, 9(1), 29-56, https://doi.org/10.14421/jpi.2020.91.29-56

Fullan, M. (2001). The new meaning of educational change (3rd ed.). London, UK: Routledge.

Gibson, W., & Brown, A. (2009). Working with qualitative data. Sage.

Habiburrahim, H. (2019). A review of the department of english language education curriculum development. Englisia: Journal of Language, Education, and Humanities, 6(1), 1-14, http://dx.doi.org/10.22373/ej.v6i1.3529

Hapsari, W. (2013). Teacher's perceived characteristics and preferences of motivational strategies in the language classroom. TEFLIN Journal: A Publication on the Teaching & Learning of English, 24(2), https://doi.org/10.15639/teflinjournal.v24i2/113-134

Hornby, A.S. (2005). Oxford advanced learners’ dictionary of current english. Oxford: Oxford University Press.

Jazadi, I. (2015). Character-based curriculum and textbook development in Indonesia: A critical review. SOSIOHUMANIKA, 8(2).

Jia, Y. (2004). ESL teacher’s perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal, 29(2), 459- 482.

Keramati, M. R., & Ahmadi, A. (2011). The quality curriculum evaluation in postgraduate studies of Educational Management and Planning in the public Universities of Tehran City. Procedia-Social and Behavioral Sciences, 15, 3723-3730.

Kottler, P. (2000). Marketing management: Analysis, planning, implementation and control, (8th ed.). New Jersey: Prentice Hall International Inc.

Kurniawati, N. (2006). Teachers’ use of textbooks in teaching and learning process. Unpublished master’s thesis, Universitas Pendidikan Indonesia.

Lie, A. (2007). Education policy and efl curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. Teflin, 18(1), 1-14.

Mappiasse, S. S., & Sihes, A. J. B. (2014). Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review. English Language Teaching, 7(10), 113-122.

Mojkowski, C. (2000). The essential role of principals in monitoring curriculum implementation. NASSP Bulletin, 84(613), 76-83.

Moloi, L. (2009). Exploring the perceptions of English second language teachers about learner self-assessment in the secondary school. (Master’s thesis, University of Pretoria).

Mulyasa, E. (2013). Pengembangan dan Implementasi Kurikulum 2013: Perubahan dan Pengembangan Kurikulum 2013 Merupakan Persoalan Penting dan Genting. Bandung: Remaja Rosdakarya.

Nasir, M. (2021). Curriculum development and accreditation standards in the traditional islamic schools in Indonesia. Journal of Curriculum Studies Research, 3(2), 37-56.

Nugroho, M. N. (2016, August). Reorientation and Renewal of Indonesia Economy Education Curriculum Paradigm based on Creative Economy, Character Education and Local Cultural Values. In 2016 Global Conference on Business, Management and Entrepreneurship (pp. 37-52). Atlantis Press.

Nunan, D. (2012). Learner-centered English language education: The selected works of David Nunan. Routledge.

Nur, M, R. & Madkur, A. (2014). Teachers’ Voice on the 2013 curriculum for english instructional activities. Journal IJEE., 1(2), 119-134, https://doi.org/10.15408/ijee.v1i2.1340

Pajares, M.F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Pedagogical Research, 70, 509-517.

Prihantoro, C. R. (2015). The perspective of curriculum in Indonesia on environmental education. International Journal of Research Studies in Education, 4(1), 77-83.

Putra, K. A. (2014). The implication of curriculum renewal on ELT in Indonesia. Parole: Journal of Linguistics and Education, 4(1 April), 63-75.

Shofiya, A. (2014). Teachers‟ Responses toward 2013 Curriculum after a Year of Implementation. Proceedings the 61st TEFLIN International Conference 2014 in Solo.

Supriani, N., Dardjito, H., & Istiqomah, E. K. (2019). Evaluating 2013-curriculum implementation on English subject of junior high school in Yogyakarta, Indonesia. Tamansiswa International Journal in Education and Science, 1(1).

Suyanto, S. (2017, August). A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness. In AIP Conference Proceedings (Vol. 1868, No. 1, p. 100008). AIP Publishing LLC.

Wahyudin, D., & Suwirta, A. (2020). Politics of curriculum in the educational system in Indonesia. TAWARIKH, 11(2), 143-158.

Wahyuni, S. (2016). Curriculum development in indonesian context the historical perspectives and the implementation. Universum: Jurnal KeIslaman dan Kebudayaan, 10(1).

Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press

Young, M. (2014). What is a curriculum and what can it do?. Curriculum Journal, 25(1), 7-13.

Yu, G. (2004). Perception, practice and progress-Significance of scaffolding and zone of proximal development for second or foreign language teachers. Asian EFL Journal, 6(4), 1-24.




DOI: https://doi.org/10.30743/ll.v6i2.8863

Refbacks

  • There are currently no refbacks.


Fakultas Sastra 
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: language_literacy@sastra.uisu.ac.id