Readiness and Competence of Senior High School English Teachers to Implement Curriculum 2013

Abstract

The implementation of curriculum is considered as one of the most prominent phases after developing the 2013 primary and secondary curriculum in Indonesia, and this is greatly influenced especially by teachers' readiness and competence. This research was aimed to investigate teachers' readiness and competence to implement the 2013 Curriculum, particularly viewed from their comprehension about the syllabus of English and its articulation into lesson plans based on the principles of syllabus development as suggested in the curriculum. In addition, their ability and their self-efficacy in implementing the curriculum in classroom teaching and learning processes were also dealt with. Twelve senior high school teachers from different schools were assigned to complete a questionnaire about their readiness and competence to implement the 2013 curriculum and were observed in their teaching and learning process. Both quantitative and qualitative analyses were employed in the research. Results from quantitative analysis showed that teachers' readiness to implement the curriculum had low correlation to their competence. Qualitative analysis revealed that teachers had adequate readiness to implement the curriculum and adequate competence to develop lesson planning. For further studies, teachers' attitude, motivation, belief, and commitment as regards the implementation of the 2013 curriculum need to be further investigated.

Implementing Scientific Approach to Teach English at Senior High School in Indonesia

“…However, teacher readiness to implement the curriculum refers to some aspects of their comprehension, attitudes, and motivation in implementing curriculum change (Sundayana, 2015). Weiner (2009) mentions that readiness of school in implementing the curriculum change is influenced by attitude, motivation, knowledge of the program, and ability to implement.…”

“…Weiner (2009) mentions that readiness of school in implementing the curriculum change is influenced by attitude, motivation, knowledge of the program, and ability to implement. In addition, Bandura (2012) and Sundayana (2015) state that one's belief and competence to do something may determine the effectiveness of the implementation of a curriculum. Therefore, the implementation of the 2013 curriculum will be determined by the readiness of the teachers in implementing the curriculum in teaching and learning process.…”

“…A variety of qualities in the implementation of scientific approach in teaching English indicated the readiness of the English teachers in implementing scientific approach is not well enough. Sundayana (2015) states that the demand for teachers' readiness to implement the curriculum is vital, it influences teachers' ability in managing teaching-learning process (Weiner, 2009). …”

“…The competence based curriculum that has been applied in Indonesian education since 2004 were considered not satisfied to achieve the aim of primary and secondary education (Intansari, 2013;Sundayana, 2015). The 2004 curriculum has not been sensitive and responsive to social change at local, national, and global level; the content of the curriculum is still too dense as indicated by the number of lesson materials and subject, the difficulties beyond the level of development of the child age; and competencies do not describe holistically the domains of attitudes, skills, and knowledge; and some of the competencies required in accordance with the development need, such as character education, active learning methodology, the balance of soft skills and hard skills, has not been accommodated in the curriculum .…”

Vocational school teachers’ readiness in implementing Curriculum 2013 revised edition in Cilacap Regency

“…The spectrum between those both side commented that curriculum as the interaction planner for students and teachers to achieve the education purpose (Miller & Seller, 1985, p. 3). Similar to a study conducted by Sundayana (2015), the implementation of curriculum is considered as one of the most prominent phases after developing the 2013 primary and secondary curriculum in Indonesia, and it is greatly influ-enced especially by teachers' readiness and competence. Besides, Suyanto (2017) points out that specific training on the new curriculum implementation is still needed.…”