Teachers’ Difficulties and Expectations in the Application of KBK
Issy Yuliasri
The introduction of a new curriculum normally poses some problems. This is true of the introduction of KBK (Competence-Based Curriculum) for English into Indonesian high schools, especially because the change is a major one. To find out how high school teachers have been able to cope with the application of ‘KBK’, what difficulties they are facing and what their expectations for the future are, I have done some small-scale research by giving a questionnaire to 23 junior and senior high school teachers in Semarang and Pemalang. The findings reveal that teachers have problems in the areas of evaluation, methods of teaching, classroom management, resources/materials and facilities. Teachers’ comments also reveal that among the causes of their problems are large classes, the absence of satisfactory training for teachers, the lack of resources and supporting facilities at schools, and poor student motivation to learn English, especially in suburban or rural schools.
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Yuliasri,
Website: www.geocities.com/eltindonesia
Email: eltindonesia@yahoo.com