English Language Teachers’ Experiences of Implementing Ongoing Curriculum Change in Indonesian Islamic Senior High Schools

Tartila Tartila

The purpose of this study is to examine how English language teachers at Islamic senior high schools (Aliyah Madrasa/AM schools) in Indonesia experience and perceive continual curriculum change. Indonesia has implemented 11 major curriculum changes since its independence in 1945. In 2013 significant modifications were made to the curriculum (K13), and despite ongoing regular revisions, little is known about how teachers experience these changes. A qualitative interpretive approach was used to better understand the individual experiences and perceptions of 14 teachers working across six AM schools. Schools were selected to provide a representative sample of institutions based on Indonesian school national accreditation levels (high, moderate, and low). Data were gathered from individual interviews and school-based focus groups and analysed using thematic analysis. Fullan’s model of educational change and the Stages of Concern (SoC) dimension of the Concerns Based Adoption Model (CBAM) were used as lenses to interpret teachers’ experiences at the system (macro) and personal (micro) levels. Findings revealed that teachers from SAM and PAM schools needed more support in implementing the K13 revisions. They also had the same concerns: They still had intense Management and Informational concerns, although they claimed that they had implemented the K13 for over six years and K13 revisions for over three years. Factors that facilitated teachers’ implementation of curriculum change included: (a) teacher’s commitment to their professional responsibilities, (b) teacher collaboration, (c) access to resources found on the Internet, and (d) information from school principals. Factors that hindered teachers’ progress and resulted in confusion and delayed adoption included: (a) limited access to professional learning (PL), (b) lack of English language learning resources at schools, and (c) lack of student confidence. Findings have implications for the future design and implementation of curriculum change initiatives in Indonesia and include: (a) the need to establish formal, timely, systemwide, accessible communication channels offering practical guidance to teachers on how to implement change; (b) equal opportunities for teachers to access PL accompanied by strategic funding provision; and (c) structured opportunities for teachers to collaborate and support each other within and across schools.

English Language Teachers’ Experiences of Implementing Ongoing Curriculum Change in Indonesian Islamic Senior High Schools

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