An Evaluation of English Language Teaching Programs in Indonesian Junior High Schools in the Yogyakarta Province


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Presenter:  Dr. Yuyun Yulia, Vice Rector, Cooperation and Public Relation Affairs, English Language Department, University of Sarjanawiyata Tamansiswa (UST)

Date: Oct 18, 2017

Time: 10:30am to 11:30am

Contact person:  Northern Institute
T: 08 8946 7468
E: thenortherninstitute@cdu.edu.au

Location:  Northern Institute, Yellow Building 1, Level 2, Room 48 (Savanna Room)

Target audience:  Open to the Public - All Welcome – Please Share

Abstract
Since the enactment of Law No. 22/1999, the Indonesian Government has been restructuring its governance system from a centralized to a decentralized system and serious efforts have been done to strengthen the quality of English teaching in Indonesia, through the enactment of the 2006 School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan) within the framework of communicative competence. The government required all schools in Indonesia to begin implementing this curriculum in 2010. Since the implementation of the 2006 curriculum, there has been no evaluation regarding its implementation (Liputan6.com). This evaluation study focused on case studies of 12 selected schools of the 504 junior high schools in the province of Yogyakarta. The selection was done through systematic sampling – a modified form of a simple random sampling in a systematic way (Kemper et al., 2003; Cohen, et al., 2007; Gay et al., 2009). Documentation, survey schedules, interviews, focus group discussions and class observation were used to gather the data. The data obtained through this research strategy were analyzed through SPSS statistical analysis, content analysis and data triangulation. The results show that decentralization in education created challenges such as the lack of capacity at local level to assume responsibilities from the central government and the ‘culture’ of conditioning individuals to follow orders from the top, implementing rather than initiating or designing policy. The disjuncture between the district level and the individual schools is resulting in role confusion among district staff and individual schools. The head of the District Education Office seemed only to rubberstamp the guiding school documents (curriculum, syllabus, and lesson plans) without any serious appraisal. The assessment and supervision of teachers rarely occurred and in-service training for teachers was lacking and, in any case, seemed not to impact on teachers’ performance in the classroom due to lack of monitoring and supervision from either principal or district supervisor.

About Dr. Yuyun Yulia
Yuyun Yulia is a staff member of the English Language Department of University of Sarjanawiyata Tamansiswa (UST) in Yogyakarta. Her research interests are English language teaching in EFL contexts, curriculum, discourse studies, evaluation research and English for Children. She obtained her Doctorate degree from RMIT University in Australia in 2014. She had been working as an assessor of Indonesian Junior high schools in East Java and a mentor of teacher certification program in Yogyakarta.   

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