The Need for Well-designed Training Prior To Application of a New Curriculum

 

 

Issy Yuliasri

Rahayu Puji Haryanti

 

 

Indonesia has introduced a new Curriculum of English for high schools. This is a major change and has posed some problems in its application.

To find out what problems teachers (and prospective teachers) encounter in the application of the new curriculum, we conducted research involving 16 English teachers from 11 high schools in Semarang and Pemalang, and 16 students of UNNES doing their practice teaching at 8 high schools in Semarang. These students had a course on teaching with the new curriculum during their study.

The findings reveal that teachers and practice teaching students both face problems in the areas of method of etaching/classroom management, evaluation/assessment, resources/materials, and media of teaching. However, prospective teachers have more positive attitudes and optimism toward the success of the new curriculum than the real teachers.

The cause of the problems are the big class size, lack of satisfying training for teachers, lack of resources and support facilities, and lack of students’ motivation/enthusiasm in learning English, especially in suburban and rural schools.

It is interesting to note that 100% of teachers and 93.7% of prospective teachers (respondents) need training in the new curriculum.

The research results suggest that a long period of socialization and well-designed pre-service and/or in-service training for teachers is needed for the success of a new curriculum. Also, teacher education institutes play a vital role in preparing their graduates to be well-trained for any new curriculum.

 

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Yuliasri, I, & Haryanti, R. P. (2006, April). The need for well-designed training prior to the application of a new curriculum.  Paper presented at the 41^st RELC International Seminar, Singapore.

 

 

 

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