1.
Curriculum changed
Curriculum in Indonesia is always changes for many
times. According to Prihantoro (2015, p.79),
Since 1945, the
curriculum has changed several times, namely in 1947, 1952, 1964, 1968, 1975,
1984, 1994, 2004, 2006, and 2013. The development of the curriculum can be
mapped into six periods, namely: (1) Curriculum 1975; (2) Curriculum 1986; (3)
Curriculum 1994; (4) Curriculum 2004; (5) school based curriculum (SBC) which
refers to the National Education Standards, and (6) Curriculum 2013.
The main objective of curriculum development is not
only to produce teaching, but also to
improve the quality of education standards. Yet every curriculum renewal has still shortage in
line.
The implementation of curriculum has created some
controversies in role, not only in KTSP, but also in curriculum 2013. The
implementation of KTSP is not appropriate between the goals of the curriculum,
especially in the teaching of English in Indonesia in general, and the
evaluation used to measure the success of the teaching and learning process.
For example, the implementation of the National Examination (UN) for the
student in grade 9 and 12, which
only tests listening and reading, has misled the direction of the teaching and
learning of English in Indonesia (Putra, 2014, p. 66). There are four skills
in English; listening, speaking, writing, and reading, but teachers only focus
on the listening and writing as the preparing of the National Examination. So,
the students do not practice to use the language in communication in the
classroom which are commonly found. Whereas, the implementation of the
curriculum 2013 has created considerable confusion of teachers, especially for
among teachers who are in line of the curriculum implementation. The main causes
of the confusion are most likely that teachers have not been equipped with sufficient
training and resources, and also the curriculum 2013 is introduced too quickly without sufficient time
for understanding the concepts, curriculum content, and how training would be managed
for teachers (Chodidjah, 2015, p. 43). Therefore, curriculum considered as one
of the big problem that faced in English
Language Teaching (ELT) in Indonesia.
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