NAVIGATING THROUGH ENGLISH TEACHERS’ EXPERIENCES TOWARD CURRICULUM CHANGES IN INDONESIA: A Narrative Inquiry

Muhamad Tegar Pratama, - (2024) NAVIGATING THROUGH ENGLISH TEACHERS’ EXPERIENCES TOWARD CURRICULUM CHANGES IN INDONESIA: A Narrative Inquiry. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Curriculum changes are an inevitable reality in education, adapting to the evolving needs of a country or institution. In Indonesia's English language teaching, a significant shift occurred with the 2013 Curriculum, moving English from an intra-curricular to an extracurricular subject at the primary education level. This change undoubtedly impacted teachers, who are at the frontline of implementing the curriculum. Although Indonesia's curriculum has shifted to the Emancipated Curriculum, reinstating English as a mandatory subject, reflecting on the past remains important as a crucial record to prevent history from repeating. Teachers consistently experience the effects of the curriculum changes, making them central to this study. It explores how the curriculum shift, making English an extracurricular activity, impacts the professional and socio-economic dimensions of primary school English teachers. To delve deeper into the impact of the curriculum change, the study involved two experienced English teachers affected by the shift in primary schools. Utilizing a narrative inquiry approach, episodic narrative interviews were conducted over three sessions with each teacher, ensuring comprehensive data collection. This methodology serves as a bridge to precisely understand how teachers' experiences shape their perspectives. The findings reveal that the curriculum change significantly impacted these teachers, leading to unexpected experiences filled with disappointment and uncertainty. The shift affected their professional and socio-economic dimensions, closely tied to their livelihoods. In this context, they can no longer teach English in formal primary education; one assumed the role of a homeroom teacher, and the other transitioned to teaching in Junior High School. These results underscore the importance of considering the implications when designing a curriculum, taking into account the firsthand experiences of affected teachers. In conclusion, this research urges policymakers, educators, and future researchers to view curriculum changes not merely as shifts in teaching methods but as impactful events profoundly affecting teachers' lives.

Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?view_op=search_authors&mauthors=muhamad+tegar+pratama&hl=en&oi=ao ID SINTA DOSEN PEMBIMBING Rd Safrina: 6126929 Isti Siti Saleha Gandana: 5979123
Uncontrolled Keywords:	Curriculum Change, English Language Teaching, Primary School Education, Teacher Experiences
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > PE English
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris
Depositing User:	Muhamad Tegar Pratama
Date Deposited:	20 Mar 2024 02:04
Last Modified:	20 Mar 2024 02:04
URI:	http://repository.upi.edu/id/eprint/114679

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