| dc.description.abstract | The curriculum change in 2013 signified a crucial turning point in Indonesia. In the English Language Teaching (ELT) context, the Ministry of Education (MOEC) made some major changes in the curriculum. There are some significant changes related to the subject of English in the 2013 curriculum in Indonesia. These include the removal of English in elementary school, reduction of teaching hours in senior high school, reduction of contents of teaching material, and limitation of topics for class discussion. Moreover, the 2013 curriculum has represented a significant shift compared to the previous English curriculum as it has required a paradigm shift in teaching methodology. The main aim of the study is to explore the curriculum implementation at the senior high school level as school is the centre of change and it is essential to the success or failure of any educational reform. Consequently, the views of the curriculum stakeholder i.e. school principals, English teachers and students toward the new curriculum were gathered in order to understand the challenges and overcome them. The study adopted Fullan's (1991) framework of curriculum change model on implementation perspective with slight alterations ( e.g., including students under local characteristics) and Brown’s (1995) approach to element in language curriculum to fit in with the context of the curriculum change through an analysis of the curriculum stakeholder’s beliefs about teaching and learning, their perceptions about the curriculum change, and the issues involved in implementation. A mixed method design was employed with both quantitative and qualitative methods to collect the data: English teacher questionnaires and students' questionnaires, semi-structured interviews with school principals, English teachers and students and classroom observations. Quantitative data were analyzed using SPSS descriptive statistics while qualitative data were transcribed and then analyzed using thematic content analysis. This study indicated that the curriculum change process was controlled centrally by the Minister of Education and Culture. This top-down approach to curriculum change disregarded the curriculum stakeholders' voice i.e: the school principals, English teachers and students. They did not have any choice other than to follow and implement what had been mandated by the government. The findings showed that participants hold different perceptions on the curriculum change. Their perceptions evolved with time to become more positive with familiarity. The findings of the study revealed that each stakeholder applied different strategies to cope with the curriculum change as they encountered different problems during the implementation of the change. The study discovered that the main challenges they faced were the time reduction in English subject, large class size, teacher paperwork, and limited learning resources at schools. The most significant challenge in 2013 English Curriculum mentioned by all stakeholders was the time reduction in English subject as that this was revealed to be is the most concerning aspect for all teachers and school principals as it also reduces English exposure for students. As a result, teachers struggled in explaining the lesson, assessing students’ tasks and observing students’ behaviour in only one session per week. The implication of this finding reflects the need for the curriculum stakeholders to engage deeply with the nature and the effect of change at the start of the implementation phase. In another word, the MOEC should highlight the value of the curriculum stakeholders' role in the curriculum by involving them and listening to their voices during the curriculum development. Keywords: curriculum change, ELT, senior high schools, Indonesia | en_GB |
