UNDERSTANDING
ENGLISH TEACHING METHODOLOGY WITHIN IMPLEMENTING K-13 CURRICULUM IN INDONESIA
CHAPTER
I
INTRODUCTION
This chapter
consists of three sub chapter. They are (1). Background of Study, (2).
Statement of problem, and (3). Objective of the problem.
1.1 Background
English has been one of
the most spoken languages worldwide. It is also used for research, publication,
business and commerce. Hall (1996) and others, such as Castells (1996, 1997,
1998, 2000) and Burbules and Torres (2000), claim that such changes have
resulted in demand for new skills, particularly in industries related to
technology, economics, science, health and entertainment. So that Beryl Exley(2004) states that
Underpinning these new skills has also been a burgeoning demand for training
and studies in English. On the other hand, Crystal (1997), claims that the
language is now spoken by over two billion people with different assents and
competency levels. He also observed that the native speakers are now less in
number when compared with the non-native speakers because the usage of the
language has spread beyond the borders of Britain.
English also has been
seen as a good medium of communication in Indonesia. Especially in teaching and
learning process. Teaching and learning are majorly being conducted in English
language by universities and colleges across the globe (Flowerdew &
Peacock, 2001; Lauder, 2008). In fact, English has been adopted as a teaching
language in higher institution of learning. Consequently, some pedagogy
relating to English language teaching, namely, the methodology, curriculum, and
evaluation is been given substantial attention so as to improve the competency
of its usage in the country, Syamsinar(2014). While Nunan (1992) observes that
though there are sometimes many contradictory and diverse opinions regarding
the nature of English language and its teaching and learning, experts on
curriculum are required to give consideration to data coming from teachers,
learners and evaluation specialists in order to facilitate proper evaluation.
Considering the
important role of teachers in implementing reform, and reviewing the history of
teacher education in Indonesia, it is evident that teachers involvement in
curriculum decision-making at the school level has been minimal. In other wods,
Ornstein and Hunkins (1998) identified evaluation to be a process that is
performed so as to obtain data that could bring about changes, make amendment,
additions and/or subtractions from the curriculum. In order to make projection
for the future, a continuous and systematic evaluation is required.
1.2 Statement Of Problem
Based on the explanation of background of study above,
at least some problems can be found as follows :
1.
What is English teaching
methodology in Indonesia ?
2.
How is the implementation
of K-13 Curriculum in English Teaching In Indonesia ?
1.3 Objective Of Study
It is still related to the problem of the study. The
objectives of this paper are ;
1. To describe English teaching
methodology in Indonesia.
2. To know the implementation
of K-13 Curriculum in English Teaching in Indonesia.
CHAPTER
II
DISCUSSION
This Chapter has
two sub chapters that will be described bellow. They are (1). English Teaching
Methodology and (2) K-13 Curriculum In Indonesia.
2.1
English Teaching Methodology
Now, learning expresses an important part of teaching process. In fact,
Fink (2003) briefly claims that instead of only lecturing to students,
instructors now engage students in many different active learning activities,
including role playing, simulations, debates, case studies, small group
learning, and problem-based learning. To have an anctive learning methods that
foster deeply and intentional learning often involve interactions with
others. In case, students are able to control
of their own learning. This concept expresses students to articulate their ideas to their peers, hear
what others have to say about these ideas, and collaborate on an instructional
task, their conceptual learning improves (Bransford, Brown, & Cocking,
2000; Fox & Hackerman, 2003; Kuh, Kinzie, Schuh, & Whitt, 2005;
McKeachie, 2007; Resnick, 1991). To help students learn, instructors need
to break down these complex concepts or tasks into their component parts. This
should provide students opportunities to perform these skills or cognitive
processes separately, and then allow them to practice the integrated tasks
before assessing them. As Ambrose et al., 2010 states that Instructors can
point out the key aspects of the task so students know where to concentrate
their efforts.
In
generally, Language teaching methods of the last half century according to Richards,
J and Rodgers, J (1986) there are 13 methods. They are The Direct Method, Grammar-translation, Audio-lingual, The structural
approach, Suggestopedia, Total Physical Response (TPR), Communicative
language teaching (CLT), The Silent Way, Community Language Learning, Immersion,
Task-based language learning, The Natural Approach, and The Lexical Syllabus.
Each methods has different goals. Those methods are defenitely effective depend
on the teacher who used each of them in their specific class.
2.2 K-13 Curriculum In Indonesia
The word “curriculum” comes from Latin. Its first meaning was a running,
a race, or a course and its secondary meanings were a race-course or a career
(Connelly and Lantz, 1991:15; Egan, 2003:10). During the early years of the
twentieth century, most educators held onto the traditional concept and
referred to curriculum as “the body of subjects or subject matters set out by
teachers for students to cover” (Tanner and Tanner, 1995:151). While According
to Pratt (1994:5), curriculum refers to plans for instructional acts, not the
acts of instruction themselves. He states that curriculum is analogous to the
set of blueprints from which a house is constructed. A curriculum can be viewed
as a blueprint for instruction. For teachers, curriculum is often a statement
of what the school authorities, the state government, or some group outside the
classroom requires the teacher to teach (Doll, 1996).
The education system in Indonesia is mainly organized by the Ministry of
National Education and decreed by law Number 20 Year 2003 about the National
Education System. Under Article VI, this law sets the forms, levels, and types
of education that should be organized by the central government, provincial,
regency, and society. The forms can be formal, informal, and nonformal and
range from primary, secondary and tertiary level. Such education can be
general, vocational, academic, profession, religious, talent, and other types
such as children with disability. In secondary education, the government
controls the operation of general and vocational senior secondary school in
which English is taught as an essential subject matter. The goal of English
teaching at general senior secondary school (compared to vocational one) is to
equip students with the ability to develop: (1) oral and written communicative
competence to the informational literacy level; (2) the awareness of the nature
and the importance of English roles played in global competition among nations;
and (3) understanding about the interrelationships of language and culture
(Attachment of the Regulation of the Ministry of National Education Number 22
Year 2006). The teaching is to be completed in six semesters starting from
grade X to grade XII within 34 – 38 effective weeks and allotted in 4 lesson
hours (1 lesson hour equals to 45 minutes) a week. Thus, the total lesson hours
needed to reach the competence standard for each grade are from 136 to 152 lesson
hours a year (Attachment of the Regulation of the Ministry of National
Education Number 22 Year 2006).
K-13 is in fact the extension of SBC in several components. The main
purpose of this curriculum is to shape the individuals who are faithful in God,
good in characters, confident, successful in learning, responsible citizens and
positive contributors to the civilization (Ministry of Education and Cultures,
2012). This framework has been supported by Government Regulations Number 32
Year 2013 (The revision of Government Regulations Number 19 Year 2005 about the
National Standards of Education). This regulation is elaborated by Education
and Culture Ministerial Regulations Number 67, 68, 69, and 70 on Fundamental
Framework and Curriculum Structure from Elementary to Senior Secondary and
Vocational Secondary School.
K-13 is a curriculum of values that occupied by character building. The
values can be tracked from the Core Competences, abbreviated with KI-1 to KI-4.
KI-1 is designed for spiritual competence, KI-2 for social competence, KI-3
refers to knowledge competence and KI-4 is for learning process through with
the KI-3, KI-2 and KI-1 can be observed. The learning paradigm encompass direct
and indirect learning model, and indirect learning model refers to KI-1 and
KI-2. For English, there is a slight different perspective for teachers to
interpret competences as many of the them are derived from psychomotor domains,
specific competences derived from language system (linguistic competence,
sociolinguistic competence, discourse competence and strategic competence),
macro-skills (productive; speaking and writing, and receptive skills; listening
and reading) and micro-skills or the elements of language (grammar, vocabulary,
pronunciation and spelling). All these should not be addressed in isolation and
covered in integrative manners in all KI and KD. As a consequence, according to Wachidah
(2013, cited in Hapsari, 2013), there were numerous incorrect interpretations
to the previous curriculum framework such as the policy of one Lesson Plan
which covered one KD whereas in English curriculum, one KD is supposed to cover
the four skills. K-13 revises these mistakes and in the teaching process these
four skills will be integrated as the notion of the competence refers to the
notion of communicative competence. Hapsari‟s (2013) outlines that K-13 is
designed to revise or to correct the mistakes of the competence „meanings‟ in
the previous curriculum. While the previous curriculum combined the ideas of
competence, performance and genre-based approach for English subject, this
current curriculum has the key words like spiritual and social competence (deal
with affective domains), together with cognitive and psychomotor competence
through scientific approach and authentic assessment in all subjects.
CHAPTER
III
CONCLUSION
The implementation of K-13 in ELT practices at the schools is considered
to be partial, biased and tends to be traditional in all levels. Although the
teachers‟ administrative task to design the lesson plan is relatively simple as
some parts have also been described in the syllabi, the teachers choose to
design it mainly for the purpose of fulfilling one of the formal requirements
in administrative tasks. They design it by adapting the sample provided by the
trainers from other subjects. The English teaching process is inconsistent as
it is classroom decision that the teachers execute it based on their own
decision or ignore what have been described in their lesson plan.
The constraints to successful implementation of K-13 in the teaching
English practice at the targeted senior secondary schools in Makassar is found
to root in the teachers as the implementer and in the implementation itself.
The teachers‟ fixed mindset to refuse the curriculum change is the hardest
inner constraint, as they tend to be pessimistic. This pessimistic view is
relatively stable when they find that the change does not give personal
benefits or profits to the teachers.
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