This study presents a new look at English curriculum innovations in Indonesian secondary educatio... more This study presents a new look at English curriculum innovations in Indonesian secondary education. Despite the good intention of the designs, many researchers argue that innovations still have not improved school English teaching outcomes. However, little research has examined this issue from the teachers' perspective using a fidelity perspective (Fullan, 2007). This study investigated the 2004 and 2006 English curricula for secondary schools in Indonesia from the English teachers' views using the fidelity framework. It found that the teachers' degree of fidelity was low. They failed to properly implement the critical component: developing students' communicative competencies with the Genre-Based Approach as they substantially adapted the curricula's contents. As suggested in some studies, the failure was not due to their incompetence, although this cannot be entirely discounted. It was more so to external factors beyond their control, especially a mismatch betw...
Since 2005, the government of the Republic of Indonesia released several laws and regulations for... more Since 2005, the government of the Republic of Indonesia released several laws and regulations for teachers. The main purpose of these laws and regulations is to improve the quality of teachers. Therefore, teachers are to have a standardized quality and professional competence. This proposed study seeks to investigate curriculum developers and EFL teachers in teacher education programs in East Java, Indonesia, on their understandings and perceptions towards strategic competence. Multiple strategies will be used to collect data such as questionnaires, interviews, classroom observations, and documentation (Dornyei, 2003; McKay, 2009).
The English curriculum implemented in the Indonesian secondary schools has undergone some develop... more The English curriculum implemented in the Indonesian secondary schools has undergone some development in the past few decades. The development is meant to ensure that the curriculum remains up to date with the development of English language teaching theories and practices in the world. This paper discusses the English curricula which were developed in 1984, 1994, 2004, and 2006 and critically analyses the communicative approach that has been implemented in Indonesian secondary schools. The newest 2013 curriculum is also discussed, but only superficially as the curriculum was just officially implemented at national level in the end of 2019. The writers finally offer some recommendations for future curriculum developers and government officials in order to improve English language teaching and learning in Indonesia.
Classroom learning of English in Indonesia, in which instruction is the most important source of ... more Classroom learning of English in Indonesia, in which instruction is the most important source of target language input, has made the teacher to be the most dominant person in language learning. Teacher speech is the main source of input in the class. Teachers should adjust the input to be comprehensible to the learners.The ability to adjust the input is a part of teachers' mastery of strategic skills in a language and it also includes the mastery of communication strategies,used to deal with problems that may arise in interactions. The objectives of this study were to obtain descriptions of some aspects of teachers' communication strategies with EFL students.
This study presents a new look at English curriculum innovations in Indonesian secondary educatio... more This study presents a new look at English curriculum innovations in Indonesian secondary education. Despite the good intention of the designs, many researchers argue that innovations still have not improved school English teaching outcomes. However, little research has examined this issue from the teachers' perspective using a fidelity perspective (Fullan, 2007). This study investigated the 2004 and 2006 English curricula for secondary schools in Indonesia from the English teachers' views using the fidelity framework. It found that the teachers' degree of fidelity was low. They failed to properly implement the critical component: developing students' communicative competencies with the Genre-Based Approach as they substantially adapted the curricula's contents. As suggested in some studies, the failure was not due to their incompetence, although this cannot be entirely discounted. It was more so to external factors beyond their control, especially a mismatch betw...
Since 2005, the government of the Republic of Indonesia released several laws and regulations for... more Since 2005, the government of the Republic of Indonesia released several laws and regulations for teachers. The main purpose of these laws and regulations is to improve the quality of teachers. Therefore, teachers are to have a standardized quality and professional competence. This proposed study seeks to investigate curriculum developers and EFL teachers in teacher education programs in East Java, Indonesia, on their understandings and perceptions towards strategic competence. Multiple strategies will be used to collect data such as questionnaires, interviews, classroom observations, and documentation (Dornyei, 2003; McKay, 2009).
The English curriculum implemented in the Indonesian secondary schools has undergone some develop... more The English curriculum implemented in the Indonesian secondary schools has undergone some development in the past few decades. The development is meant to ensure that the curriculum remains up to date with the development of English language teaching theories and practices in the world. This paper discusses the English curricula which were developed in 1984, 1994, 2004, and 2006 and critically analyses the communicative approach that has been implemented in Indonesian secondary schools. The newest 2013 curriculum is also discussed, but only superficially as the curriculum was just officially implemented at national level in the end of 2019. The writers finally offer some recommendations for future curriculum developers and government officials in order to improve English language teaching and learning in Indonesia.
Classroom learning of English in Indonesia, in which instruction is the most important source of ... more Classroom learning of English in Indonesia, in which instruction is the most important source of target language input, has made the teacher to be the most dominant person in language learning. Teacher speech is the main source of input in the class. Teachers should adjust the input to be comprehensible to the learners.The ability to adjust the input is a part of teachers' mastery of strategic skills in a language and it also includes the mastery of communication strategies,used to deal with problems that may arise in interactions. The objectives of this study were to obtain descriptions of some aspects of teachers' communication strategies with EFL students.
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