Policies on teaching EFL in the Indonesian school system; curricular changes and recommended approaches for teaching English and modalities for quality improvement.
1.Education Management in Indonesia
education means as the reform era has been marked by several (limited) transfers of authority from the central government to regional governments (both provincial and district). Because the so-called local and regional government for around 32 years the New Order had never enjoyed the opportunity to make decisions for their own "collective life" as a province or district, local governments lacked the skills needed to manage their resources smoothly. in concert with the central government in the context of not being able to do its job.
education means as the reform era has been marked by several (limited) transfers of authority from the central government to regional governments (both provincial and district). Because the so-called local and regional government for around 32 years the New Order had never enjoyed the opportunity to make decisions for their own "collective life" as a province or district, local governments lacked the skills needed to manage their resources smoothly. in concert with the central government in the context of not being able to do its job.
2. EFL Policies in Indonesia’s schools
Alwasilah ( 2018 ) feels that the name of English language as a Foreign communication was announced in the beginning of 1955 and continued the use of a main subject to be taught in middle Schools contrastly in the same time, the policy to introduced that English as the main subject as an to primary began at 1990’s (The teaching of English as a Foreign Language at thesestages of schooling systm is stood by the problems due to there is a problem of academically qualified teachers to be supportive in the implementation of the policies from the main system of curriculum.
Alwasilah ( 2018 ) feels that the name of English language as a Foreign communication was announced in the beginning of 1955 and continued the use of a main subject to be taught in middle Schools contrastly in the same time, the policy to introduced that English as the main subject as an to primary began at 1990’s (The teaching of English as a Foreign Language at thesestages of schooling systm is stood by the problems due to there is a problem of academically qualified teachers to be supportive in the implementation of the policies from the main system of curriculum.
3. Recommended approaches to the teaching of EFL
Curricular changes in Indonesia’s schooling system in the reform era have been phenomenally frequent. A new minister wants that a new system of curriculum. An academic analyst, in contrast, has the following to say: the history of EFL teaching in Indonesia seems to follow the same universal pattern of evolution, namely the use of grammar translation method, direct method, communicative language teaching, and Genre-Based Approach.
Curricular changes in Indonesia’s schooling system in the reform era have been phenomenally frequent. A new minister wants that a new system of curriculum. An academic analyst, in contrast, has the following to say: the history of EFL teaching in Indonesia seems to follow the same universal pattern of evolution, namely the use of grammar translation method, direct method, communicative language teaching, and Genre-Based Approach.
4. Considerations for quality improvement
Alwasilah (2018) feels that the studies on teacher procedures in the current reform era, most policies on educational world are intensively the hints of the following four bodies: (1) the Center for Curriculum and media of the evaluation; (2) Qualified of ensuring Body; (3) Centership for Educational people to the development; and (4) Centership for Teacher. From these four, the numbers (1) and (2) units have issued regulations with greatest effects on the professionalism of teachers—that is, among other things, related to curriculum and learning materials, and provision of other educational resources.
Alwasilah (2018) feels that the studies on teacher procedures in the current reform era, most policies on educational world are intensively the hints of the following four bodies: (1) the Center for Curriculum and media of the evaluation; (2) Qualified of ensuring Body; (3) Centership for Educational people to the development; and (4) Centership for Teacher. From these four, the numbers (1) and (2) units have issued regulations with greatest effects on the professionalism of teachers—that is, among other things, related to curriculum and learning materials, and provision of other educational resources.
C. Strategies To Survive In The System
1. Teachers as decision makers
As Edwards (2014) has contended: no matter what teaching strategy or method is being applied, teaching staff have remained the ones who hold the control on most of the values involved in the classroom by making a series of decisions In her comprehensively survey of the research. Meilani (2017) presented data sets which clearly indicated that confronted with pressing sets of decision-making demands during the actual teaching and learning.
2. The Good Teaching
Meilan (2017) mentioned that repeated experiences with curricular changes and based on repeated confirmation about the fact that the changes in curriculum and its mandated teaching approaches, teachers of English as a Foreign Language in Indonesia’s schools seem to have been conclusive in their understanding of what makes a good teaching.
1. Teachers as decision makers
As Edwards (2014) has contended: no matter what teaching strategy or method is being applied, teaching staff have remained the ones who hold the control on most of the values involved in the classroom by making a series of decisions In her comprehensively survey of the research. Meilani (2017) presented data sets which clearly indicated that confronted with pressing sets of decision-making demands during the actual teaching and learning.
2. The Good Teaching
Meilan (2017) mentioned that repeated experiences with curricular changes and based on repeated confirmation about the fact that the changes in curriculum and its mandated teaching approaches, teachers of English as a Foreign Language in Indonesia’s schools seem to have been conclusive in their understanding of what makes a good teaching.
D. Issues and Ways Forward
To begin to sort out possible solutions to the already indentified problems, this final section of the article discusses some prevailing problems to address, highlights illustrative problems associated with fragmented curricular changes, problems associated with failing socialization activities to ensure comprehensive understanding and support from implementers in the field, and proposes lessons to be drawn from this consequential set of policy changes, and ways forward for a better systemic supports for teachers’ professional development
To begin to sort out possible solutions to the already indentified problems, this final section of the article discusses some prevailing problems to address, highlights illustrative problems associated with fragmented curricular changes, problems associated with failing socialization activities to ensure comprehensive understanding and support from implementers in the field, and proposes lessons to be drawn from this consequential set of policy changes, and ways forward for a better systemic supports for teachers’ professional development
1. Problems in reforming education in Indonesia
Relating to the issue of inconsistency in rules and regulations, Alwasilah (2018) has talked that a survey involving EFL teachers from various regions: that is, eighty-eight (88) beginning of school educators in Jakarta and two hundred main of secondary educators who live in Jakarta, West Java, and Banten provinces.
Relating to the issue of inconsistency in rules and regulations, Alwasilah (2018) has talked that a survey involving EFL teachers from various regions: that is, eighty-eight (88) beginning of school educators in Jakarta and two hundred main of secondary educators who live in Jakarta, West Java, and Banten provinces.
2. Content of curricular changes
In other words, the content curricular changes have encouraged EFL teachers to use the “reductionistic” exam questions as a sole guide to their day-to-day EFL instruction. According to the preceding paragraphs, learning from experiences, teachers of EFL in Indonesia’s schools have developed coping strategies in response to the externally-mandated curricular changes and took a pragmatic strategy:
In other words, the content curricular changes have encouraged EFL teachers to use the “reductionistic” exam questions as a sole guide to their day-to-day EFL instruction. According to the preceding paragraphs, learning from experiences, teachers of EFL in Indonesia’s schools have developed coping strategies in response to the externally-mandated curricular changes and took a pragmatic strategy:
3. Failed socialization
Alwasilah (2018) surveyed respondents which commented when the idea of involving students in deciding on the topics covered in the curriculum is never considered in both process of both designing and instituting the new curriculum, the resulting curriculum will create a distance from the learners—the supposedly major beneficiary of the reform efforts.
reference : Jurnal Mr. aswadi jaya M.Pd and Asti veto M.Pd
Alwasilah (2018) surveyed respondents which commented when the idea of involving students in deciding on the topics covered in the curriculum is never considered in both process of both designing and instituting the new curriculum, the resulting curriculum will create a distance from the learners—the supposedly major beneficiary of the reform efforts.
reference : Jurnal Mr. aswadi jaya M.Pd and Asti veto M.Pd