Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Education Sector

Widodo, Handoyo Puji

doi:10.1007/978-3-319-22464-0_6

Cited by 66 publications

(61 citation statements)

References 31 publications

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“…In Indonesia, the selection is however done by Center of Books, an office under Ministry of National Education that selects textbook written by local writers (usually a collaborative team of teachers and lecturers) and regulates the publication for use in public schools. While selection task seems no longer teacher's concern, selected textbooks do not always match with the curriculum demands or teaching requirements related to task variety, input provision, or exam preparation (Widodo, 2016;Sukyadi, 2016). This has thus made textbook adaptation an inevitable task for teachers in Indonesia.…”

Section: The Curriculum Prescriptionmentioning

confidence: 99%

“…However, the curriculum implementation has so far brought negative result (Sukyadi, 2014). Some factors like teacher's poor understanding of different genres and teaching-learning cycle-based activities appropriate for teaching genres, teacher's different language proficiency, and lack of examples or appropriate models of texts in use that suit the immediate context of Indonesia are found to play role (Sukyadi, 2014;Widodo, 2016). Widodo further adds that the gap between the type of school-leaving national exam and the teaching stages in English classroom makes it harder for students and teachers to attain the competency targeted by the Government.…”

Section: Introductionmentioning

confidence: 99%

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Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials

Wulandari

2019

LingPed

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The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge

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Section: The Curriculum Prescriptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials

Wulandari

2019

LingPed

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“…Indonesia has experienced three educational reforms in the last twelve years (Widodo 2016). Genre-based pedagogy based on 'systemic functional grammar' was introduced into the Indonesian English language curriculum during the curriculum reform of 2004.…”

Section: Indonesiamentioning

confidence: 99%

An analysis of three curriculum approaches to teaching English in public-sector schools

Graves

Garton

2017

Lang. Teach.

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Abstract:This article explores three current, influential ELT curriculum approaches to the teaching of English in public sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are Communicative Language Teaching (CLT), genre-based pedagogy, and Content and Language Integrated Learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including: the view of language and language acquisition underlying the approach,  how learners' needs are construed  the nature of the content and materials  the teacher's role  the context  how language is assessed This is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.

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“…Against this backdrop, critical literacy gains its importance in our everyday life (Janks, 2014), especially in the current Indonesian education context where the Indonesian Ministry of Education mandates teachers to include principles of critical literacy in their school subjects. In this respect, schools that have implemented the revised 2013 curriculum (see Widodo, 2016b) are required to incorporate higherorder-thinking skills (e.g., features of critical literacy) into school subjects.…”

Section: Introductionmentioning

confidence: 99%

English students’ experience of reframing narrative stories from a critical literacy perspective

Gustine

Insani

2019

Indonesian J. Appl. Linguist.

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This article reports a study investigating the English teacher’s strategies for assisting secondary school students of English to be critically literate through an analysis of narrative texts. In this study, Luke and Freebody’s (1999) four resources model of critical literacy was used as a framework for English instruction situated in an Indonesian secondary school. Data were collected from classroom observations, students’ reflective journals, and an interview with secondary school students. The findings showed that the four resources model of critical literacy, to some extent, helped students to become critically literate especially at the stage of meaning-making-of and criticizing the text. The implication of the study is that there is the possibility of implementing critical literacy-oriented English classrooms in Indonesian and Asian secondary schools.

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Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Education Sector

Cited by 66 publications

References 31 publications

Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials

Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials

An analysis of three curriculum approaches to teaching English in public-sector schools

English students’ experience of reframing narrative stories from a critical literacy perspective

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