Understanding and Responding to the Change of Curriculum in the Context of Indonesian Education

Abdul Muth’im^1,

¹English Department Faculty of Teacher Training and Education, Lambung Mangkurat University Banjarmasin

Cite this paper:
Abdul Muth’im. Understanding and Responding to the Change of Curriculum in the Context of Indonesian Education. American Journal of Educational Research. 2014; 2(11):1094-1099. doi: 10.12691/education-2-11-15

Abstract

The government of the Republic of Indonesia represented by the Ministry of Education and Culture has stipulated that the new curriculum, the 2013 curriculum, should be implemented in all levels of education all over Indonesia starting from 2013-2014 academic year. This change, of course, result in a number of consequences for the stakeholders. One of the stakeholders that will directly experience the consequences most is teachers. The teachers who have begun to feel convenient and be accustomed to with the implementation of the School-Based Curriculum (SBC), suddenly have to shift their mind and teaching practices to this new curriculum. This can make teachers, included English teachers, worried. They are worried if this new curriculum is more complicated to implement than the previous one, the SBC. Actually, the change of curriculum is something common in the world of education. In Indonesia, every eight to nine or ten years, a curriculum changes. That is why the change of curriculum should not be understood as something extraordinary; rather, it should be understood as something common. This perception is important because the way to understand the change of curriculum will influence the way to respond it. If it is thought of as something extraordinary, it should be responded in extraordinary way too. However, if it is considered as a common something it will make teachers’ job be more proportional as well as more professional. This paper tries to discuss and explore the essence of curriculum in general and suggest how Indonesian teachers should respond to the new curriculum, the 2013 curriculum within the context of Indonesian education.

Keywords:
curriculum education SBC the 2013 curriculum

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Act No. 20 of 2003 Regarding National System of Indonesian Education (Undang-Undang No. 20 Tahun 2003 tentang Sistim Pendidikan Nasional).
[2]	Agustien, Helena I.R. (2014). The 2013 English Curriculum: The Paradigm, Interpretation and Implementation. Dalam Handoyo Puji Widodo dan Nugrahaeny T. Zacharias (Eds). Recent Issues in English Language Education: Challenges and Directions. Bandung: The Association of Teaching English as a Foreign Language in Indonesia (TEFLIN).
[3]	Brown, H. Douglas. ( 2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, New York.
[4]	Departemen Pendidikan Nasional. (2004). Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta.
[5]	Departemen Pendidikan Nasional. (2004). Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta.
[6]	Departemen Pendidikan Nasional Direktorat Pendidikan Lanjutan Pertama Direktorat Jenderal Pendidikan Dasar dan Menengah. (2005). Materi Pelatihan Terintegrasi Bahasa Inggris Buku 2. Jakarta.
[7]	Finocchiaro, Mary. (1989). English as a Second Language: from Theory to Practice. New York: Regents Publishing Company.
[8]	Hamalik, Oemar. (2004). Pendidikan Guru Berdasarkan Kompetensi. Bandung: Bumi Aksara.
[9]	Hamied, Fuad Abdul. (2014). Curriculum Change: What does it mean to Indonesian TEFL? Dalam Handoyo Puji Widodo dan Nugrahaeny T. Zacharias (Eds). Recent Issues in English Language Education: Challenges and Directions. Bandung: The Association of Teaching English as a Foreign Language in Indonesia (TEFLIN).
[10]	Harmer, Jeremy. 2003. The Practice of English Language Teaching. Third Edition. Printed in Malaysia. Longman.
[11]	Kellough, Richard et al. (1993). Middle School Teaching: Methods and Resources. New York: Macmillan Publishing Company.
[12]	Krahnke, Karl. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs, NJ: Prentice Hall Regents.
[13]	Miller, Patrick W. (2008). Measurement and Teaching. Munster, Indiana. Patric W. Miller and Associates.
[14]	Nunan, David (Ed). 2003. Practical English Language Teaching. New York: McGraw Hill.
[15]	Richards, Jack C. (2001). Curriculum Development in Language Teaching. New York: The Press Syndicate of the University of Cambridge.
[16]	Richards, Jack C. and Rodgers, Theodore S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
[17]	Richards, Jack C. et al. (1987). Longman Dictionary of Applied Linguistics. Essex, England: Longman Group Limited.
[18]	Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 tentang Perubahan atas Peraturan Pemerintah Nomor 19 tahun 2005 Standar Nasional Pendidikan.
[19]	Prabawa, Andi Haris dan Siti Zuhriah Ariatmi (ed). (2002). Paradigma Pengembangan Kurikulum Pendidikan Tinggi Tahun 2000. Surakarta: Muhammadiyah University Press.
[20]	Watkins, Chris; Carnell, Eileen & Lodge, Caroline. 2007. Effective Learning in Classroom. London: Paul Chapman Publishing.