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Decentralization and Teacher Training in Banten, Indonesia Michael S

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Decentralization and Teacher Training in Banten, Indonesia Michael S Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 A Case of the Global-Local Dialectic: Decentralization and Teacher Training in Banten, Indonesia Michael S. Young Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION A CASE OF THE GLOBAL—LOCAL DIALECTIC: DECENTRALIZATION AND TEACHER TRAINING IN BANTEN, INDONESIA By MICHAEL S. YOUNG A Dissertation submitted to The Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2011 The members of the Committee approved the dissertation of Michael S. Young, defended on November 29, 2010. __________________________ Jeffrey Ayala Milligan Professor Directing Dissertation __________________________ Pamela Carroll Outside Committee Member __________________________ Stacey Rutledge Committee Member __________________________ Thomas Luschei Committee Member Approved: Patrice Iatarola, Chair, Department of Educational Leadership and Policy Studies ii ACKNOWLEDGEMENTS The development of the research questions and prospectus for this study began during the fall of 2007, and a year later, in November 2008 I embarked on the research adventure to Banten, Indonesia, west of Jakarta and West Java. I returned to the U.S. in September 2009 and began analyzing the data and writing this dissertation. Along the way, I benefitted greatly from the assistance of the FSU faculty, the University of Banten faculty, administrators and teachers in Banten‘s senior high schools, hundreds of students, and numerous friends and family along the way. The faculty, students and administrators at ―The University of Banten‖ were wonderfully supportive and great to teach and learn with, and I‘m very grateful to them, especially Pak John, Ibu Shafira, Pak Yudi, Ibu Arsi, Pak Rizal, Ibu Ayu, Ibu Enong Pak Tubagus, and Pak Yoyo and the University of Banten rectors. I extend profound thanks and friendship to them, and to the students who helped by doing interviews, welcoming me to their classes and the campus in general, and even in translating transcriptions. The principals, teachers and students of the five senior high schools I worked in were also extremely supportive and a pleasure to teach and learn from. Thanks also to Pak Suparman, Nancy, Aditya and all their family at the very beautiful and warmly hospitable Hotel Taman Sari in Serang, Banten, especially Etin, an excellent English educator who assisted me in visiting the high schools, Dewi, the hotel manager, Misri, who drove me all over Banten and West Java, Oman, Arof, Sri, Yuli, Yani, Ella, Nurdin, Yoyo, Ako, Sugito, Pasni, Nuryani, Udi, Mono, Sarip, and Roheli for being such welcoming and kind hosts and friends during the study. During the summer of 2009 I was able to work as an intern-consultant with USAID Indonesia in Jakarta, which helped me gain a broader view of Indonesian education policy and share my tentative findings, and I‘m extremely grateful to the entire office staff there for that experience, especially Arturo and Elizabeth. I have the deepest gratitude to the committee members who worked to guide this study and encourage me during every phase of the study: Committee Chair Dr. Jeffery iii Ayala Milligan, Dr. Sissy Carroll, Dr. Thomas Luschei, and Dr. Stacey Rutledge. The feedback and comments I received from these committee members was insightful, helpful in addressing and answering the research questions in this study, and clearly articulated. The four professors on our committee all brought uniquely relevant and helpful expertise to the project, and I have the greatest respect and appreciation for each of them. I‘m also very grateful to Dr. Peter Easton, Dr. Patrice Iatarola, Dr. King Beach and Professor Emeritus Dr. Louis Bender, who were extremely supportive during my matriculation at FSU. I‘m grateful to all of the professors and my classmates within and outside of the Department of Educational Leadership & Policy Studies at FSU with whom I learned so much and faced many challenges, and to the administrative staff of the Department of Educational Leadership & Policy studies, especially Jimmy Pastrano, Amy McKnight, Mary Peterson and Natasha Blankenship. The ELPS department staff was always supportive and excelled at their work, and I‘m thankful to have been a Teaching Assistant in the department during the six years I worked on my doctorate at FSU. The department, the College of Education, and the Congress of Graduate Students were also very supportive in providing grant money over the years to attend Comparative and International Education Society conferences, in order to share my work and learn from others in this field of teaching and educational research. I give many thanks to Dr. Paul Crutchfield of Flagler College and Dr. Robert Farrell of Florida International University for inspiring me and encouraging me as a teacher over the years. I give sincere thanks and appreciation to my family; my mom and dad, brother and my six sisters, my dear ―sixsters,‖ who have been the strongest influence on my love of learning and teaching. I especially thank my brother Pat, my sister Jenny and my nephew Josh for their extensive and indispensable help when I was preparing to go to Indonesia and in welcoming me back to Florida. I also extend the most sincere gratitude to my Uncle Jerry and Aunt Ginny, who helped me many years ago to become an English teacher, and to my wife Evangeline, our daughter Olivia, Paul and Sandra Hunt for abiding and encouraging me during the writing of this dissertation. I wish special thanks finally to my good friend, classmate and colleague at FSU, Mark Mulligan and his family. iv TABLE OF CONTENTS List of Tables…………………...……….…………………………………………..………………………...…………….…vii List of Figures …………...………………………………………………………………………………………………….. viii List of Acronyms and Abbreviations…………………………....................................................................……..ix Abstract……………………….……..……………………………………………...……................................................................x Chapter One: Introduction…..………………………...……………………………..…………………………..…......1 Statement of the Problem ................................................................................................ 3 Research Purpose and Rationale ..................................................................................... 7 Research Questions ......................................................................................................... 9 Relevancy and Significance of the Study ..................................................................... 10 Limitations of the Study ............................................................................................... 12 Summary ....................................................................................................................... 14 Chapter Two: Conceptual Framework & Review of Literature ................................ 17 Introduction ................................................................................................................... 17 Context of Education Reform in Indonesia………………………………………………..………………...17 Competency-Based Curriculum .................................................................................... 18 English in Indonesian Schools ...................................................................................... 19 English Teacher Training in Indonesia ......................................................................... 23 Higher Education and the University of Banten………………………….………………….……………28 Decentralization of Education in Indonesia and Development of the Local Content Curriculum and PAKEM Active Learning Policies………………….…….……………………….…...29 Decentralization of Education Theory ............................................................................................................. 30 Deconcentration or Decentralization? .............................................................................................................. 33 Literature on Decentralization in Indonesia ................................................................................................. 35 Policy Implementation Theory……………………………………………………………………………………..42 Local Content Curriculum ........................................................................................................................................ 42 PAKEM: ―Active, Creative, Effective and Joyful Learning‖…………...……...…………………..46 The Global-Local Debate: Implications for Education Policy Implementation in Indonesia………………………………………………………………………………………………………………………51 Conclusion ............................................................................................................................................................................ 64 Chapter Three: Research Methodologyand Design..................................................... 66 Introduction & Research Questions .............................................................................. 66 Practical Assumptions of the Study .............................................................................. 68 Theoretical Framework: Ethnography and Case Study Research Paradigms ............... 68 Ethnography .............................................................................................................. 69 Case Study ................................................................................................................
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