AN EVALUATION OF ENGLISH LANGUAGE TEACHING

AN EVALUATION OF ENGLISH LANGUAGE TEACHING PROGRAMS IN INDONESIAN JUNIOR HIGH SCHOOLS IN THE YOGYAKARTA PROVINCE Yuyun Yulia Bachelor (Institute of Teacher Training and Educational Sciences of Padang, Indonesia) Magister of Education (Semarang State University, Indonesia) School of Global, Urban and Social Studies College of Design and Social Context RMIT University A thesis submitted in fulfilment of the degree of Doctor of Philosophy March, 2014 DECLARATION I declare that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for another academic award; the content of this thesis is the result of work which has been carried out since the official commencement date of the approved research program and ethics procedures and guidelines have been followed Yuyun Yulia Date: 28 March 2014 ii ACKNOWLEDGEMENTS Alhamdulillah, I was blessed with so much encouragement from so many people but among those, some deserve special mention First of all, I would like to express my deepest gratitude to Professor Desmond Cahill, my primary supervisor who provided me with continuous, pertinent and much input as well as support to help me decide the path for my educational journey at RMIT University He acted as supervisor, father, colleague as well as very good friend I thank him for his assistance, advice, guidance, wisdom, patience and humor throughout the whole period of this research He will continue as always to inspire me in all my future endeavours My special thanks go to my second supervisor, Dr Lynne Li who assisted me with her patience throughout this journey Her spirit and advice motivated me to become more critical in reading and writing My deep gratitude goes to the Directorate of Higher Education, Ministry of National Education in Indonesia for giving me an incredible opportunity to study in Melbourne, Australia I would not have been able to pursue my doctorate degree in Australia without its valuable assistance I would like to thank the coordinator of higher degrees research in the School of Global, Urban and Social Studies, Associate Professor Suellen Murray who helped me in many ways My huge thanks go to Brian Walsh who always assisted me as the administrative officer for the higher degrees program I would like also to thank all participants, particularly the school staff and students of the twelve case study schools They gave me much support and understanding of what was really happening on the ground I am also blessed that I am surrounded by friends that I could not mention one by one in our workstation, building 37.4.05A My sincere appreciation for your encouragement and support that allowed me to finish my study at RMIT University I would especially like to thank my mother, now alone, who is impatiently waiting for me to finish this study I thank her for her never ending encouragement and prayers that have made me what I am now My special thanks go to my beloved husband and children who support and encourage me as always My endless love goes to you all iii DEDICATION I dedicate this work to my loved ones: My parents late father (Bapak M Busiri) and mother (Ibu Nisam), My late brother Rifa Tauhid My husband Yudi My teenage children Nabila Logan iv LIST OF ABBREVIATIONS AND ACRONYMS Bimbel (Bimbingan Belajar) BOE (Dewan Pendidikan) BOS (Bantuan Operasional Sekolah) BSNP (Badan Standar Nasional Pendidikan) DDJSE DEO DGMPSE EFL EIL JETA KBK (Kurikulum Berbasis Kompetensi) KKG (Kelompok Kerja Guru) KNP (Komisi Nasional Pendidikan) KTSP (Kurikulum Tingkat Satuan Pendidikan) LCC LKS (Lembar Kegiatan Siswa) LPMP (Lembaga Penjamin Mutu Pendidikan) MA (Madrasah Aliyah) MGMP (Musyawarah Guru Mata Pelajaran) MGMPS (Musyawarah Guru Mata Pelajaran Sekolah) MI (Madrasah Ibtidaiyah) MKKS (Musyawarah Kerja Kepala Sekolah) MOHA MONE MORA MTs (Madrasah Tsanawiyah) NGO PAUD (Pendidikan Anak Usia Dini) PDHI (Persaudaraan Djemaah Haji Indonesia) PEO PGRI (Persatuan Guru Republik Indonesia) PLPG (Pendidikan Pelatihan Profesi Guru) RPP (Rencana Pembelajaran) RSBI (Rintisan Sekolah Bertaraf Internasional) SBM SMA/SLTA (Sekolah Menengah Atas) SMK (Sekolah Menengah Kejuruan) SMP/SLTP (Sekolah Menengah Pertama) SNP (Standar Nasional Pendidikan) SSN (Sekolah Standar Nasional) TEFL TESL v Tutoring Board of Education School Operational Fund National Education Standard Agency Directorate of Development for Junior Secondary Education District Education Office Directorate General for Management of Primary and Secondary Education English as a Foreign Language English as an International Language Jogja English Teachers’ Association Competency-based Curriculum Panel of Primary School Subject Teachers Commission of National Education School-based Curriculum Local Content Curriculum Student Workbook Educational Quality Assurance Islamic Senior High School Panel of Secondary School Subject Teachers School Panel of Subject Teachers Islamic Elementary School Principals’ Forum Ministry of Home Affairs Ministry of National Education Ministry of Religious Affairs Islamic Junior High School Non-Government Organization Early Childhood Islamic Foundation Provincial Education Office Indonesian Teachers’ Association 90 Hours In-service Training Lesson Planning Pilot School of International Standard School-based Management Senior High School Vocational School Junior High School National Education Standard National Standard School Teaching English as a Foreign Language Teaching English as a Second Language TABLE OF CONTENTS DECLARATION ………………………………………………………………….………… ii ACKNOWLEDGEMENTS ………………………………………………………………… iii DEDICATION ………………………………………………………………………… … iv LIST OF ACRONYMS ……………………………………………………………………… v TABLE OF CONTENTS ………………………………………………………………….… vi LIST OF TABLES ……………………………………………… ………………………… xi LIST OF FIGURES ………………………………………………………………………… xii ABSTRACT …………………… xiii CHAPTER 1: INTRODUCTION English as a Global Language …………………………………………………… The Indonesian Sociolinguistic Context ……………………………… ………… The Changing Indonesian Schooling System …………………………… ……… The Changing of the Curriculum ………………………………………….……… English Language Teaching in Indonesia ………………………………… …… The Current Indonesian English Language Curriculum: Its Genesis ……… …… Research Questions and Research Objectives ……………………………….…… 1.7.1 Research Questions ………………………………………………… …… 1.7.2 Objectives of the Study …………………………………………………… 1.8 Limitations of the Study ………………………………………………………… 1.9 Research Framework ………………………………………………………….… 1.10 The Structure of the Thesis …………………………………………………….… 1.1 1.2 1.3 1.4 1.5 1.6 1.7 15 18 22 23 24 24 25 25 27 CHAPTER 2: COMMUNICATIVE ENGLISH LANGUAGE TEACHING AND THE CURRICULUM 2.1 2.2 2.3 Communicative Language Teaching: An Overview …… …………………… 2.1.1 Cultural Content of CLT …………………… ………………………… 2.1.2 Teacher Role in the Communicative Approach ………………… … … 2.1.3 Issues around the Implementation of CLT ………….…………………… 2.1.4 Student Motivation ………………………………………….…… …… The Competence-based Curriculum …………………………………… ……… Summary ………………………………………………………………….…… 28 33 35 38 41 43 47 CHAPTER 3: RESEARCH STRATEGY AND DATA COLLECTION TECHNIQUES 3.1 3.2 3.3 3.4 Research Methodology ………………………………………………………… 3.1.1 Evaluation Research Strategies ………………………………………… 3.1.2 Case Study Methodology …………………………………………… … Sampling Strategy ……………………………………………………………… Research Participants and Venues ……………………………………… …… Instrumentation …………………………………………………………….…… 3.4.1 Survey Questionnaires …………………………………………… …… 3.4.2 Interview Schedule ……………………………………………………… vi 48 49 51 52 54 60 60 61 3.5 3.6 3.7 3.8 3.9 3.4.3 Focus Group Discussion ………………………………………………… 3.4.4 Checklist for English Class Observation …………………………….… 3.4.5 Checklist for School Observation …………………………………… … 3.4.6 Documentation ……………………………………………………… … 3.4.7 Validity and Reliability ……………………………………………… … Data Collection ………………………………………………………………… Experience in Collecting the Data …………………………………………… Data Analysis Technique ……………………………………………………… Ethical Issue Data Entry ………………………………………………….…… Summary ……………………………………………………………………… 62 63 63 63 63 64 65 68 69 70 CHAPTER 4: EVALUATION OF THE ENGLISH LANGUAGE CURRICULUM: THE PERSPECTIVES OF CURRICULUM DESIGNERS, ACADEMICS, AND PROVINCIAL AND DISTRICT SUPERVISORS 4.1 4.2 4.3 Curriculum Designers and Academics: Their Perceptions ………… …….… 4.1.1 The English Language Curriculum and its Development at the School Level 4.1.2 Teaching Materials Development ……………………………………… 4.1.3 Teaching Learning Process ……………………………………………… 4.1.4 Learning Assessment …………………………………………………… 4.1.5 Learning Facilities ……………………………………………………… The Perceptions of Provincial and District Supervisors in Yogyakarta Province 4.2.1 The District Supervisors: The Perceptions from the Schools ……… … 4.2.2 The District Supervisors: Their Perceptions of the Schools … …… … Summary ….…………………………………………………………………… 71 71 73 74 75 76 77 83 85 89 CHAPTER 5: EVALUATION OF THE ENGLISH LANGUAGE CURRICULUM: THE ROLE AND PERSPECTIVES OF THE PRINCIPALS 5.1 5.2 5.3 5.4 The Twelve School Principals: Their Profile ………………………….……… 5.1.1 The Leadership of School Principals …………………………………… 5.1.2 Responsibilities of School Principals in Relation to the KTSP Curriculum 5.1.3 The Role of Principals in Curriculum and Performance Management … 5.1.4 Problems in the Curriculum Implementation: Principals’ View …… 5.1.5 The Principals and School Culture ………………………………….… Vice Principal: A Snapshot ……………………………………………….… The Perception of Teachers of Subjects other than English …………… …… Summary ……………………………………………………………… …… 91 92 96 104 107 109 111 112 116 CHAPTER 6: EVALUATION OF THE ENGLISH LANGUAGE CURRICULUM: THE ENGLISH TEACHERS’ PERSPECTIVES 6.1 6.2 6.3 6.4 6.5 6.6 6.7 A Profile of Indonesian Teachers …………….………………………………… English Language Teachers in the Case Study Schools: Their Profile ………… Pre-service Training of the Teachers …………………………………………… In-service Training: The District Panel of English Subject Teachers (MGMP) Teacher Certification Program ………………………………………………… Teacher Workload ……………………………………………………… …… Summary …………………………………………………………………… … vii 118 120 123 125 128 130 134 CHAPTER 7: EVALUATION OF THE ENGLISH LANGUAGE CURRICULUM: CLASSROOM OBSERVATION OF THE ENGLISH TEACHERS 7.1 7.2 7.3 7.4 7.5 7.6 7.7 English Language Teaching Aims of the Teachers in the 12 Case Studies ….… The Teachers’ Four Competences ………………………………………… … 7.2.1 Pedagogical Competence ………………………………………… … 7.2.2 Professional Competence ………………………………………… …… Teachers’ Views on Competency-based Curriculum (CBC) and School-based Curriculum (KTSP) …………………………………………… Student Assessment ………………………………………………….… …… English Language Culture …………………………………………………… Teacher Classroom Instruction ……………………………………………… Summary ……………………………………………………………….…… 136 138 139 142 152 159 161 171 176 CHAPTER 8: EVALUATION OF THE ENGLISH LANGUAGE CURRICULUM: SCHOOL FACILITIES 8.1 8.2 8.3 School Facilities ………………………………………………………….…… Learning Resources …………………………………… …………… ……… Summary …… …………………………………………………….……… 178 186 190 CHAPTER 9: EVALUATION OF THE ENGLISH LANGUAGE CURRICULUM: STUDENT PERSPECTIVES 9.1 9.2 9.3 9.4 Motivation to Learn English …………………………………………………… Student Perception ……………………………………………………………… National Examination Results ……………………………………………… … Summary … ………………………………………………………………… 191 196 196 199 CHAPTER 10: EVALUATION OF THE ENGLISH LANGUAGE CURRICULUM: KEY FINDINGS AND RECOMMENDATIONS 10.1 The Indonesian Schooling System: From Centralization to Decentralization 10.1.1 School-based Management ………………………………………… 10.1.2 The Implementation of the KTSP Curriculum …………………… … 10.2 The Performance of Principals as Leaders ………………………………… … 10.3 The Teachers’ Capacity …………………………………………………… … 10.4 Tension of the National Examination …………………………………… …… 10.5 Insufficient Appreciation of ELT in the Global Economy ……………… …… 10.6 Madrasahs …………………………………………………….…………….… 10.7 Schools in Rural Areas …………………………………………………… … 10.8 School Facilities and Their Usage ……………….………………………… … 10.9 Teacher Training Institutions ………………………………………………… 10.10 Recommendations …………………………………………………………… 201 206 207 210 211 214 216 218 220 221 221 222 LIST OF REFERENCES ……………………………………………………………… 225 viii APPENDIX Research Instruments in English and Bahasa Indonesia APPENDIX 1.1 Research Instruments in English Survey Questionnaire with Principal/First Vice Principal ……………… 239 Survey Questionnaire with English Language Teachers ………………… 241 Survey Questionnaire with Teachers of Subjects Other than English …… 245 Survey Questionnaire with Students …………………………………… 247 Interview Schedule with Principal/First Vice Principal ………………… 249 Interview Schedule with English Language Teachers …………………… 252 Interview Schedule with Laboratory Technician ………………………… 256 Interview Schedule with Librarian ……………………………………… 258 Interview Schedule with Local Government Education Staff …………… 260 Interview Schedule with EFL Experts …………………………………… 262 Focus Group Discussion with Students ………………………………… 264 Observation Checklists of English Language Class ……………………… 265 Observation Checklists of Surrounding City or Village Context ………… 267 APPENDIX 1.2 Research Instruments in Bahasa Indonesia Kuesioner Kepala Sekolah/Wakil Kepala Sekolah …………….………… 269 Kuesioner Guru Bahasa Inggris ……………………….……….………… 271 Kuesioner Guru Bidang Studi Non-Bahasa Inggris ……………… …… 275 Kuesioner Siswa …………………… ………………….……………… 277 Interview Kepala Sekolah/Wakil Kepala Sekolah ……………………… 279 Interview Guru Bahasa Inggris …………………… …………………… 282 Interview Laboran …………………………… ………………………… 286 Interview Pustakawan …………… …………………………………… 288 Interview Staf Pendidikan Pemerintah Setempat ………… …………… 290 Interview Ahli Bahasa Inggris sebagai Bahasa Asing …………………… 292 Diskusi Kelompok Siswa …………….………………………………… 294 Checklist Observasi Kelas Bahasa Inggris ……………………………… 295 Checklist Observasi Wilayah Sekitar ………………………….………… 297 ix APPENDIX Twelve Case Study Reports of Junior High Schools in Yogyakarta Province ………………………………………………………………… 299 APPENDIX Plain Language Statement …………………………………………… 439 APPENDIX Consent Form ………………………………………………………… 441 APPENDIX RMIT University Ethics Approval …………………………………… 443 Permission Letter from Primary Supervisor ………………………… 444 Permission Letter from the Rector of Sarjanawiyata Tamansiswa University ……………………………… 445 Permission Letter from Provincial Office …………………………… 446 x ... lembaga mandiri dibentuk dan berperan dalam peningkatan mutu pelayanan pendidikan dengan memberikan pertimbangan, arahan dan dukungan tenaga, sarana dan prasarana, serta pengawasan pendidikan pada... Also, English has been defined as ‘(1) native language (primary language of the great majority of the population), (2) second language (the official language but not the main language of the... concerns the evaluation of English language teaching (EFL – English as a Foreign Language) in junior high schools at Years Seven to Nine in the Indonesian province of Yogyakarta English language programs