Teachers’ professional judgement when recontextualising Indonesia’s official curriculum to their contexts

Qoyyimah, Uswatun; Singh, Parlo; Doherty, Catherine; Exley, Beryl

doi:10.1080/14681366.2019.1625069

Cited by 9 publications

(9 citation statements)

References 40 publications

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“…With LA now being incorporated in Indonesian ELT curriculum, it is deemed necessary to investigate how the concept is actualized at the school level. Previous studies (see Agustien, 2014;Arifin, 2018;Intansari, 2013;Qoyyimah, Singh, Doherty, & Exley, 2019) reported that English teachers are struggling with implementing the new curriculum. The government-published textbooks were designed to help teachers enact curricular aspirations, but teachers' frustration seems to suggest otherwise (Agustien, 2014).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Supports for Learner Autonomy in ELT Textbooks

Khaerudin

Chik

2021

The Journal of AsiaTEFL

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The promotion of language learner autonomy has become a standard policy ratified by many language education curricula. Textbooks, one of the key tools for curriculum implementation, have a crucial role in bringing the aspiration of learner autonomy into classroom practice. This study aims to evaluate how existing English textbooks used in Indonesia's secondary schools support the development of learner autonomy, which is incorporated in current Indonesia's curricular goals. Two frameworks, from Reinders (2010) and Nunan (1997), were used to evaluate the evidence and levels of supports for language learner autonomy development in five selected English textbooks. The evaluation shows that the current English textbooks have not provided enough tasks that support learner autonomy. When evident, supports are mostly at a very superficial level. The findings suggest that textbooks have not been adequately explored and exploited for developing language learner autonomy.

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Section: Introductionmentioning

confidence: 99%

Evaluating Supports for Learner Autonomy in ELT Textbooks

Khaerudin

Chik

2021

The Journal of AsiaTEFL

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“…What is reported in this study confirms the findings of previous research conducted by Widiati, Suryati, and Nurhayati (2018), who uncovered that in the real field of teaching, teachers face various challenges, including planning and implementing a lesson based on the 2013 curriculum. However, teachers' dilemmas uncovered in this study stem from their inadequate professional learning (Qoyyimah, Singh, Doherty, & Exley, 2019) and because of their lack of commitment to implementing the curriculum (Park & Sung, 2013).…”

Section: Teachers' Difficulties Applying the 2013 Curriculummentioning

confidence: 96%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

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Geared by the scant number of studies on EFL teachers’ classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers’ involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students’ demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students’ row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper.

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“…The qualitative analysis reveals that teachers have problems in designing lesson plans as prescribed by the K13. However, Qoyyimah et al [47] contend these results by arguing that teachers often act for the best, and their performance is shaped by the contexts after solving the dilemmas between curricular demands and students' situation. This resolving of dilemma indicates that when viewed from the perspective of adherence to the K13 or the teachers' competency tests derived from it, teachers may be labelled incompetent.…”

Section: B Indonesian Teacher Competence: Aptness For Optionmentioning

confidence: 99%

Towards the Curricular Freedom in the Time of Pandemic: A Literature Review

Junaidi¹

2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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The Ministerial Decree on the Guidelines for Curriculum Implementation in Schools under Special Circumstances (informally referred to as kurikulum darurat) has been devised in response to a nation-wide outcry from teachers, students, and parents as a response to the school closures induced by the Covid-19 pandemic. The government offers three curricular option, i.e., full Curriculum 2013 (K13), ministryadvised K13, and independent curriculum readjustment. However, many questions the readiness and competence of school teachers in responding to the options, especially if opting for the independent curriculum option. This article reviews the literature on the conceptualisation of teacher competence inside and outside the pandemic context, compares the studies on teachers' competence level from two different measures, and links them to the national inequality of access and resources. Both recent and seminal research from inside and outside of Indonesia were reviewed. It aims at providing a broader perspective on the trajectory of the policy. This essay finally advocates that the ministry should openly assert its support for the independent curriculum choice and puts confidence in Indonesian teachers' competence for a fair, contextualised, empathetic education in the time of the pandemic.

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Teachers’ professional judgement when recontextualising Indonesia’s official curriculum to their contexts

Cited by 9 publications

References 40 publications

Evaluating Supports for Learner Autonomy in ELT Textbooks

Evaluating Supports for Learner Autonomy in ELT Textbooks

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Towards the Curricular Freedom in the Time of Pandemic: A Literature Review

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