CURRICULUM CHANGE: IMPLEMENTING THE 2013 ENGLISH CURRICULUM IN SENIOR HIGH SCHOOLS IN WEST JAVA PROVINCE, INDONESIA

Dewi Nuraini
University of Exeter, United Kingdom, dn257@exeter.ac.uk

Abstract

The curriculum change in 2013 signified a crucial turning point in Indonesia. In the English Language Teaching (ELT) context, besides the changes in standard content, the Ministry of Education (MOE) made some other major changes in the curriculum. There are some significant changes related to English subject in the 2013 curriculum in Indonesia, they are the removal of English subject in elementary school, reduction of teaching hours in senior high school, reduction of contents of teaching material, limitation of topics and discussion. Moreover, the 2013 curriculum has represented a significant shift compared to the previous English curriculum as it has required a paradigm shift in teaching methodology. The main aim of the study is to explore the curriculum implementation at the senior high school level as school is the centre of change and it is essential to the success or failure of any educational reform. Consequently, the views of the curriculum stakeholder i.e. school principals, English teachers and students toward the new curriculum were gathered in order to understand the challenges and overcome them. A mixed method design was employed with both quantitative and qualitative methods to collect the data: English teacher questionnaires and students' questionnaires, semi-structured interviews with school principals, English teachers and students and classroom observations. This study indicated that Indonesia top-down approach to change disregarded the curriculum stakeholders' voice. They did not have any choice other than to follow and implemented what had been mandated by the government. The curriculum stakeholders had contradictory reactions to curriculum change since they approved of some aspects of change but were disturbed by other aspects. Their perceptions evolved with time to become more positive with familiarity. The implication of this finding implies the need for the curriculum stakeholders to engage deeply with the nature and the effect of change during the early of implementation phase. In another word, the MoE should highlight the value of the curriculum stakeholders' role in the curriculum by involving them and listening to their voices during the curriculum development.

Keywords: curriculum change, ELT, senior high schools