EFL Curriculum Implementation in Primary Schools in South Sulawesi Province in Indonesia
Total Page：16
File Type：pdf, Size：1020Kb
School of Education Faculty of Humanities EFL Curriculum Implementation in Primary Schools in South Sulawesi Province in Indonesia Iskandar This thesis is presented for the Degree of Doctor of Philosophy of Curtin University September 2014 To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgement has been made. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. Signed by : Iskandar Date : September 15, 2014 ii Abstract This study focused on teachers’ implementation of the Kurikulum Tingkat Satuan Pendidikan (KTSP) for English as A Foreign Language (EFL) in primary schools in South Sulawesi Province in Indonesia. The KTSP is a school-level curriculum introduced in 2006 which became compulsory in Indonesia in 2009. The main purpose of this study was to investigate teachers’ understanding of and attitudes towards the National Curriculum Framework (NCF) as the basis for KTSP construction and implementation, to explore whether their understanding of and attitudes towards the NCF influence their teaching methods, and to find out if the status of EFL as a Local Content (LC) subject in primary schools impact on the delivery of EFL program. This study utilised a mixed-methods approach with two phases of data collection, a qualitative phase and a quantitative phase. Phase One comprised the interviews with eleven primary school teachers teaching EFL and the observation of four primary EFL teachers in their classroom interaction. Quantitative data in Phase Two were gathered through 574 primary EFL teachers’ responses to an administered survey. The study found that teachers have an understanding of the principles of the NCF, and its substances, its flexibility, its specificity, and its practicality. It was evident that teachers recognise that the KTSP advocates the principles of Pakem, which advocates an active, creative, effective and enjoyable learning process. They also recognise that implementation of the KTSP involves multiple strategies, the incorporation of national and local potentials in teaching materials, environmentally-based implementation, and attention to learners’ needs. Teachers’ attitudes towards the NCF varied. Most teachers expressed a iii constructive view, some preferring adaptation to their own context, and a few others to using other resources. Some teachers were critical about the inadequate time allocation for EFL and a number of them relied on textbooks as their curriculum. Teachers’ methods or strategies conformed to the Communicative Approach advocated in the NCF. Teachers had a polarized view of English being positioned as a Local Content (LC) subject, but aware of the LC requirements. They reported working to fulfil the requirements, although little evidence of this was found during the classroom observations. iv Dedication All my achievements including this thesis are dedicated to the loving memory of my mother and father, Buatasa Aras and Sulaiman Mantu, who both wished me to have the best of everything they missed during their life. I also dedicate this thesis to my mother-in-law, Hj. Bintang Sabani and my late father-in-law, H. Abdul Karim Achmad. Undoubtedly, this thesis is also dedicated to my beautiful wife, Fatimah Karim, S.Pd. and my lovely son and daughter: Ishak Fanshury Iskandar (Ivan) and Ismiralda Febrina Iskandar (Vina). v Acknowledgement First and foremost, all praises to Allah SWT for the strengths and His blessing in completing this thesis. My sincere appreciation goes to my supervisor, Dr. Paul Mercieca, for his supervision, constant support and gentle encouragement as this study has progressed intermittently to its conclusion. My appreciation also goes to my co-supervisor, Professor Rob Cavanagh for his support and knowledge regarding this topic of study. Not forgotten, I would also like to address my indebtedness to my former supervisor and co-supervisors, Dr. Chris Conlan, Dr. Robin Groves and Dr. Adrienne Huber, for their invaluable contribution during the early stage of this research. The EFL curriculum implementation discussed in this thesis would not have been possible without the participation of nearly 600 primary EFL teachers of South Sulawesi Province in Indonesia. I have appreciated their willingness to take part in this study. Special thanks go to Andi Muhammad Irawan, SS, M.Hum, Muhammad Ikbal, S.Pd, Metha Mutia Miftah, S.Pd, Wardah Codding, S.Pd, Nurwahidah Yusuf, S.Pd, Nasrullah Sultan, S.Pd, and Sudirman Ngalla, S.Pd., M.Pd for their helping hands during the data collection. I would like to especially thank Drs. Ismail Idrus, M.Ed, Head of Education Office of Luwu Timur regency for his treasured support during my classroom observations in one of primary schools in the regency. I gratefully acknowledge the funding sources that made my PhD work possible. I was initially funded by the Dikti Scholarship for my first 3 years and was honoured a one year extension. Therefore, I would like to extend my gratitude to Dr. Muhammad Qudrat Wisnuaji, M.Ed, for his support regarding the extension of my DIKTI Scholarship in Year 4. I was also an awardee of one year vi on-going scholarship from the Government of South Sulawesi Province, and I would like to thank Drs. Djamal Abdi, M.Ed, and Heri Sumiharto, SE, M.Ed for their help regarding this scholarship pursuit. My gratitude also goes to all my big family members and lots of friends whom I cannot mention one by one for their continued moral supports that have taken me to finalize this thesis. PhD pursuits also have many private and hidden costs. Without the unquestioning support, love, prayers and encouragement of Fatimah Karim (my beloved wife), Ishak Fanshury Iskandar (my son) and Ismiralda Febrina Iskandar (my daughter) this self-absorbed rite of passage simply would not have been completed. In return, I can only offer my gratitude for their constant encouragement throughout my endeavours. Perth, September 2014 Iskandar vii Table of Contents Declaration ii Abstract iii Dedication v Acknowledgements vi Table of Contents viii List of Tables xiii List of Figures xv List of Acronyms xvi Chapter 1. INTRODUCTION TO THE RESEARCH 1 1.1 Background 1 1.2 The Context of the Study 2 1.3 Research Aims 18 1.4 Significance of the Research 19 1.5 Research Questions 20 1.6 Research Approach Overview 21 1.7 Operational Definitions of Terms and Concepts Used in the Study 21 1.8 The Organisation of the Thesis 25 Chapter 2. LITERATURE REVIEW 32 2.1 Introduction 32 2.2 Some Basic Concepts of Curricula 32 2.3 Theoretical Framework 37 2.4 The Nature of Curriculum Policy and Implementation 41 2.5 Teachers’ Roles in Curriculum Policy and Implementation 52 2.6 EFL Teaching in Primary Schools 66 2.7 Summary of the Chapter 88 Chapter 3. RESEARCH METHODOLOGY 90 3.1 Introduction 90 3.2 Objectives of the Study 78 3.3 Research Methods 91 3.4 Research Design 92 3.4.1 Phase One of the Study 94 3.4.1.1 The Interviews 94 3.4.1.1.1 Research Sites and Participants 94 3.4.1.1.2 Research Instrument 95 3.4.1.1.3 Trial of the Instrument 97 3.4.1.1.4 Piloting the Instrument 97 viii 3.4.1.1.5 Data Collection 98 3.4.1.1.6 Data Analysis 100 3.4.1.2 Classroom Observation 101 3.4.2 Phase Two of the Study: The Survey 104 3.4.2.1 Population and Sample 104 3.4.2.2 Partitioning of the Sample 106 3.4.2.3 Sampling 107 3.4.2.4 The Development of Survey Instrument 111 3.4.2.5 Trialling the Instrument 124 3.4.2.6 Data Collection 125 3.4.2.7 Data Analysis 126 3.5 Trustworthiness 127 3.6 Ethical Consideration 128 Chapter 4. RESEARCH RESULTS 130 4.1 Introduction 130 4.2 Qualitative Findings 130 4.2.1 Findings from the Interviews 130 4.2.1.1 Teachers’ Understandings of the NCF 132 4.2.1.1.1 Teachers’ Understandings of the 132 Principles Underpinning the NCF 4.2.1.1.2 Teachers’ Understandings of the 134 Features of the NCF 4.2.1.2 Teachers’ Attitudes towards the NCF 140 4.2.1.2.1 Teachers’ Attitudes towards Adhering 140 to the NCF 4.2.1.2.2 Teachers’ Attitudes towards Adapting 141 the NCF 4.2.1.2.3 Teachers’ Incompatibility with the 143 NCF 4.2.1.2.4 Teachers’ Attitudes towards the 144 Feasibility of Time Allocation 4.2.1.2.5 Teachers’ Attitudes towards 145 Favouring Textbooks 4.2.1.3 The Influence of Teachers’ Understanding of and 146 Attitudes towards the NCF on their Teaching Methods 4.2.1.3.1 Teachers’ Methods of Teaching 147 4.2.1.3.2 Teachers’ Flexibility in Applying 149 Methods in their Teaching 4.2.1.3.3 Teachers’ Use of Teaching Media 150 4.2.1.3.4 Teachers’ Cognizance on Young 151 Learners’ Needs ix 4.2.1.4 Impact of the Status of EFL as a Local Content 153 Subject on Teachers’ Beliefs and Classroom Engagement 4.2.1.4.1 Teachers’ appraisal of the Status of 153 English as a Local Content Subject 4.2.1.4.2 Teachers’ Beliefs about the 155 Implication of the Status 4.2.1.4.3 Teachers’ Awareness of Local 157 Content Requirements 4.2.1.4.4 Teachers’ Endeavours in their 158 Teaching Delivery 4.2.2 Classroom Observations 159 4.2.2.1 Findings from the Observations 160 4.2.2.2 Analysis of the Findings 170 4.2.2.2.1 Teachers’ Methods of Teaching 170 4.2.2.2.2 Teachers’ Flexibility of Choosing 172 Methods of Teaching 4.2.2.2.3 Teachers’ Use of Teaching Media 172 4.2.2.2.4 Teachers’ Application of Local 173 Content Requirements 4.3 Quantitative Findings 173 4.3.1 Responses Relating to Teachers’ Understanding of NCF 174 4.3.1.1 Responses Relating to Teachers’ Understanding of 175 the Principles underpinning the NCF 4.3.1.2 Responses Relating