English Teachers’ Perceptions and Knowledge toward 2013 Curriculum

Senior High School in Palu, Central Sulawesi

Hasnaa and Oikurema Purwatib
a
Universitas Negeri Surabaya, Language and Literature Faculty,
b
Universitas Negeri Surabaya, Language and Literature Faculty.

Highlights
1. Teacher’s beliefs on the implementation of curriculum revision;
2. Teacher’s attitude on the implementation of curriculum revision;
3. Teacher’s perceptions on the implementation of curriculum revision;
4. Teacher’s knowledge on the implementation of curriculum revision;
5. Curriculum revision and government policy in education particularly in teaching English
in Secondary Schools.

ABSTRACT

This paper points to the perceptions and knowledge of English language teachers in relation to
the implimentation of 2013 curriculum. This investigated employments with explanatory
phenomenological approach including 11 English teachers. The findings appear that teachers’
perceptions of teaching English within the 2013 Curriculum is at two shafts; positive and negative
which considers that the conceptual level effects which were the same with the previous curriculum.
The teacher's knowledge tends to be general concepts of the 2013 Curriculum but are halfway to the
pertinent practical concepts with consolation picked up from applications advertised by educational
programs components that change.

Keywords: Teacher Perceptions, Teacher Knowledge, Currculum Revision

1. Introducation

There's a key assumtion that the key to the victory of the 2013 Curriculum (hereinafter) written
K-13) lies in changing the attitude of the teachers. Teachers themselves to be the most center that
must have a commitment to alter within the execution of learning that eventually closes in classroom.
In teaching English, the issue that colors the stars and cons of implementation K-13 may be a deleting
English Language Lesson in Senior High School. In expansion, teachers in Primary School (SD) including
all stake holders particularly the headmaster are confused about the way how to make the primary
school students can finish their English Language learning before entering Junior High School.
However, the decision to implement K-13 has been based on various considerations. To ensure
that the implementation runs as it should, teachers who are prepared to teach in class X are
required to attend the 2013 Curriculum Guidelines even though the teachnical guidance content
is still general exposition or contains general concepts in K-13.
Teachers' perceptions and interpretations of K-13 are important to know in order to
measure the compatibility between policies issued by the government and teacher's acceptance and
understanding of these policies. It should be understood that government policies as outlined in
the form of written regulations will be responded to and interpreted based on the knowledge,
experience, and belief systems of the teacher while the teacher is the main implementer of the
policy content.
It was postulated that at each change in the curriculum the government had a number of
agendas aimed at improving the quality of education, improving, and enhancing certain parts of
teaching practice in schools. Basically, every curriculum policy implementation imposed by the
government is largely determined by the ability of teachers to implement it correctly. The
implementation is more or less influenced by the perceptions and interpretations held by the
teachers. Teachers' perceptions and interpretations of the curriculum are rooted in the knowledge
and experience of the teacher itself (Lundeberg and Levin, 2003; Richardson, 2003; and
Basturkman, Loewen and Ellis, 2004; Senior, 2006).
Furthermore, Elmore and Sykes (1992) postulate that when the curriculum is formulated,
developed, and implemented in school systems up to the classroom, the implementation
mechanism influences practice which in turn affects student learning outcomes. Unfortunately,
according to Elmore and Sykes (1992), there is no guarantee that teachers will implement
curriculum policies according to government expectations. Markee (1997) also emphasized that
teachers have a tendency to change and modify the policy according to their ability to implement
it due to several obstacles in learning practice.
In learning English, the curriculum is defined as a special study program related to planning,
implementation and evaluation which is then contrasted with the syllabus queue. Specifically, the
curriculum concerns all activities carried out by students in schools with a focus on learning
content, learning techniques, teacher facilitation, learning, assessment, and learning aids
(Robertson, 1971: 566; Dubin and Olshtain, 1986: 3; Krahnke, 1987 : 2; Yalden, 1987; Nunan,
1988: 14; Rodgers, 1989: 26).
The evolution of the English language learning curriculum in Indonesia from GTM ended
with an emphasis on developing character values in K-13. This new paradigm is seen in the
formulation of Core Competencies (KI) which includes Spiritual Competencies in KI.l, Social
Competencies in KI.2, Cognitive Competencies in KI.3, and Psychomotor Competencies in KI.4.
Spiritual and Social Competencies are not taught directly but become a companion effect on the
achievement of cognitive and psychomotor competencies. Formation of character and cultivator
of spiritual and social values is done through giving examples or exemplary. The assessment is
carried out by observing a process that involves an authentic type of assessment with a scientific
learning approach.

2. Theoretical framework

The problem of educational reforms is one of power (Hinde, 2004). Leaders who want
immediate results and focus on standards and assessments will fail to achieve educational
reform (Fullan, 2011), and end up making teachers feel increasingly disempowered and
professionally marginalized (Ball, 2008). Whenever teachers are viewed only as implementers
and the focus remains on external control and results, implementation may be superficial and
characterized by teachers’ lack of ownership, passiveness, reduced autonomy, and limited
motivation to improve themselves and respond to the reform (Luttenberg et al., 2013; Zhao et
al., 2010).
 Fig. 1. Theory of reasoned Action (Fishbein & Ajzen, 1975).

People gain motivation when they feel effective and engage in something meaningful
and contributing (Fullan, 2011). Meaningful engagement with innovation enables teachers to
become agents of change (Priestley, 2011). Hence, teachers have recently been acknowledged
as playing a crucial role in the success of educational reforms (Luttenberg et al., 2013), and are
now viewed as joint designers, with focus on internal processes and on teacher participation,
professional trust and autonomy (Priestley, 2011). It appears that countries who developed the
entire teaching profession and came to trust and respect teachers better transform the system
(Fullan 2011). As cited in Luttenberg et al. (2013) this is the reason that attention is now being
paid to the influence of teachers’ individual factors on educational reforms, such as: personal
identity, trust (Louis, 2007) and beliefs (e.g. Seung, Park, & Narayan, 2011).
The put of the institutional curriculum in connection to teachers' professional understanding
of substance can be clarified by way of a curriculum modules making system enunciated by Doyle
and Westbury from the viewpoint of tutoring as an institution. curriculum making, broadly
understood, works over three sorts of setting, the arrangement (instructive arrangements and talk),
the automatic (programs, school subjects, school sorts, streams or tracks), and the classroom (teacher-
student intuitive, classroom exercises, guidelines occasions), yielding three unmistakable sorts of
curriculum (Deng, 2017).

3. An overview education in Indonesia

Is there anything that other nations ought to take note from Indonesia’s encounters within
the field of instruction? After all, unfavorable reports, disillusioning news, and blistering
reactions have surfaced more regularly than positive ones when it comes to Indonesia’s
instruction.
Pisani—a longtime eyewitness of Indonesia, a journalist, and a writer—wrote two inciting
articles in 2013, titled Indonesian kids don’t know how inept they are and A country of dolts, taken
after by, however another bothering piece in 2016, titled Clearly, 42% of young Indonesians are
good for nothing. As rankling as they may, her allegations were not without reason. Pisani made such
a fuming comment as she cited the destitute comes about of Indonesian understudies in an universal
drew her conclusion will be examined in subtle elements underneath.
However, although the drawbacks in some areas are tangible, some progresses are worthy
of further examination. Hence, to find out what can be noted from Indonesia’s national
education, it is first necessary to understand its current condition. Nonetheless, how do we
define the state of Indonesia’s national education? On one hand, its students have always
performed lamentably in international standardized tests, such as PISA or TIMSS. On the other
hand, Indonesia has scored remarkable multiple indicators, such as its Gross Enrollment Ratio
or Student Teacher Ratio. With such polarizing results, it is not easy to give a clear-cut answer
to above question.
There are different ways to measure how successful a country’s education is. Measured through
the students’ achievement in different international standardized tests, such as PISA and TIMSS, it is
clear that Indonesia still has homework to work on. Meanwhile, evaluated by economic indicators, it
was obvious that Indonesia has managed to make some notable achievement. However, this paper
would argue that the success of education should also be viewed from its impacts to the sociocultural
and political situation. Evaluated in this light, the recent incidents and the lingering harmful ideologies
to the nation’s unity have proven that Indonesia still has not excelled in completing its homework.
Besides the direct counter-measures, Indonesia should employ education as a mean to maintain peace
and build a cohesive nation (Wijaya, H., 2019).
Peace instruction, as a field of study as well as instructional method, which centers on these
two parts, is one of the devices accessible to work on this idea. Within the future, this other part and
potential instructional method ought to moreover make it to the Indonesian government’s list of
homework. Considering the impact of Indonesia’s diversities to its society and recognizing the
desperate rise of conservatism and populism, it is indeed more critical than ever to utilize the other
part of instruction that numerous frequently ignore: peacekeeping and country building (Wijaya, H.,
2019).

4. Aims of the study

This study aims to analytically describe the perceptions and interpretations of English
teachers in relation to 2013 Curriculum based on data taken from 4 senior high schools in Palu,
Central Sulawesi, Indonesia. Teachers are the spearhead of curriculum implementation. Although
the curriculum has been designed perfectly by education experts and supported by government
policy, as explained by Elmore and Sykes (1992) that there is no guarantee that teachers will
implement curriculum policies according to government expectations.
Therefore, teachers' perceptions and interpretations of curriculum and government policy
are needed to be examined to determine the extent to which teachers can implement the
government curriculum and policies. This research can also contribute to improve the curriculum
and direction of government policy, especially in the field of education. This research can also be
a reference to measure the extent of the government's readiness in dealing with educational
problems.

5. Methodological framework
This research used descriptive analytic method with a phenomenological design in a
qualitative paradigm. By involving 11 English teachers as research respondents in the four target
high schools implementing K-13 in Palu City, an in-depth interview technique and questionnaire
were used to capture their perceptions and interpretations of K-13 as the object of research. In-
depth interviews and questionnaires use English as the language of instruction and researchers act
as interviewers, collectors, and data processors. Data collection was carried out for approximately
two weeks. Checking the data to ensure the validity of the data provided by respondents was done
by telephone by paying attention to the principles of credibility, transferability, dependability, and
conformability. Data were analyzed using qualitative analysis (open coding, axial coding, and
selective coding) by using flowcharts presented by Miles and Huberman (1994).
6. Data collection and analysis
The data for this research were collected through semistructured interviews with 4 public
high school teachers in Indonesia. These high schools were located in Palu, Central Sulawesi..
Although the schools in both areas primarily serve students of low, middle, and high
socioeconomic background. The schools in Palu tend to have a relatively higher population of
students from middle class families. Teachers in these schools reported are the target of the
2013 curriculum implementation. All of the teachers in the sample had some experiences in
teaching English.
The teachers were recruited via a snowball sampling technique using iterative data
collection principles. First, the headmaster of each senior high school targeted in Palu was
contacted for obtaining permission for the teacher interviews. Once permission was obtained
from the central administration office, the principals of the selected schools were approached
to identify teachers who would be willing to participate in the interview. Once the principals
produced this list, the teachers were directly contacted by phone or e-mail to schedule the
interview. Informed consent was obtained from the teachers prior to the interviews. The
interviews were subsequently conducted at a convenient time and venue, as indicated by the
teachers. The interviews were conducted in English. Each interview, lasting for about 30-45
minutes, was audio-recorded and later transcribed. Participants were ensured anonymity and
not compensated for their participation. The data were analyzed with a constant comparative
method. During the data collection process, the data were continuously compared and
contrasted for emerging codes from the interviews. Subsequently, coding was performed using
NVivo software. Some of the initial codes were deleted, as they did not directly address the
research question. A few of the initial codes were merged for their similarities to produce
broader codes. The codes were further refined and merged into themes. Themes emerged from
interpreting the data at the end of the analytical process.

7. Findings and discussion

Teacher Perception

The study of perceptions and beliefs in foreign language learning has been carried out by
various researchers because of their role and impact on teachers and students. Perceptions and
beliefs also influence the way the teacher sees policy and can act inconsistent with the intended
policy due to an individual acceptance and understanding process (Bekalo and Welford, 2000;
Connelly and Lantz, 1991; Elmore and Sykes, 1992; Karavas-Doukas, 1995 and Markee, 1997).
O'Sullivan (2002) even describes curriculum policy as a 'black box' that contains challenges,
complexities, and potential relationships that are not congruent with practice.
Broadly speaking, teachers' perceptions of K-13 in relation to English learning in this study
refer to the practicality of K-13, positive changes in student behavior in learning activities, adaptive
and inclusive teaching materials, difficulties in applying scientific approaches, and ease in authentic
assessment. The practicality of K-13 is caused by the ease of applying authentic assessments,
especially in the affective domain assessment, the availability of learning materials, the preparation
of lesson plans, and the need for teachers not to prepare syllabi and curriculum. Positive changes
in student behavior are seen with students being more active in learning activities, especially those
based on projects. Adaptive and inclusive teaching materials emphasize the creativity of teachers
in utilizing the wealth of learning resources in the information technology era even though
mandatory textbooks are not yet available and reduce the opportunities for teachers to conduct
business transactions with publishing. The scientific approach is difficult because the
implementation guidelines are not as specific as the government does in providing authentic
assessment tools especially in the affective domain.
Therefore, researchers try to develop sub-ideas that positive perceptions that can reduce
skepticism about new policies in curriculum shifts can be improved only if: (1) curriculum changes
or changes are in accordance with the teacher's level of understanding of the policy and in its
implementation it has indeed proven to be beneficial; (2) teachers believe that their workload is
decreasing and (3) there are clear procedural guidelines that can be implemented following the
policy. That is, if there is a part of the curriculum that still needs to be made by the teacher, then
they will consider it to be difficult and will choose to carry out only certain parts of the curriculum.
In other words, any obstacles found in the curriculum implementation process will tend to be
ignored by the teacher.

Teacher Interpretation

The teacher's interpretation of English learning in K-13 is mapped into four themes, namely
the differences in Competency Standards and Core Competence, the formulation of indicators and
the order of Basic Competence analysis in Lesson Plan, 'Facts' in narrative material, scientific
approaches, and authentic assessments. With regard to Competency Standards and Core
Competence, the teacher interprets that Core Competence is simpler and Competency Standards
is more complicated, Core Competence is the same for all subjects and Competency Standards is
different, Core Competence is not taught and Competency Standards is taught, the three domains
of competence in Core Competence are clearly mapped and in Competency Standards dominated
by cognitive domains, Core Competence outcomes holistic and partial Competency Standards,
Core Competence demands the application of a scientific approach and authentic assessment
(class-based assessment), while Competency Standards does not. This interpretation is in
accordance with the explanation of various K-13 material and it appears that the understanding of
the teachers is declared congruent.
Towards the development of indicators and sequencing of IQ in the lesson plan, the teacher
interprets that indicators of competency achievement are developed from basic competency and
teaching material. Material must support indicators and indicators can be achieved through the use
of language that has been studied by students. The development of indicators is done by giving
students readings that contain spiritual competencies then ask students about the lessons they
learned from the reading text. The development of competency achievement indicators must be
in accordance with the syllabus, the level of difficulty of teaching materials, and student
competencies. Order the preparation of indicators from easy to difficult and pay attention to the
steps in a scientific approach.
The government explained that the development of competency achievement indicators was
carried out using measurable and observable operational verbs. The development of indicators
starts with analyzing Basic Competence in Core Competence 3 along with all its aspects and then
proceed with the analysis and development of Basic Competence indicators in Core Competence
4 that correspond to Basic Competence in Core Competence 3 or congruent. As for Basic
Competence in Core Competence 2 and Core Competence l do not need to be developed because
it is an accompanying impact of Basic Competence achievement on Core Competence 3 and Core
Competence 4 (Kementerian Pendidikan dan Kebudayaan, 2013).
Teachers' understanding of the development of competency achievement indicators as well
as the sequence of Core Competence analysis in the Lesson Plan are still likely. Partial. Partial
understanding occurs due to imperfections of teachers' procedural understanding during the K-
13. Technical Guidance. In addition, teachers acknowledge that in the preparation of lesson plans,
they only follow the existing examples and adapt them according to their knowledge. This of
course will lead to the emergence of apathy in completing administrative tasks of teachers and
eventually they will return to the old habit that Lesson Plan is prepared only for supervisors or for
administrative purposes only.
Facts as objects that are observed in learning based on a scientific approach are a
requirement and can give birth to impunity in English teaching materials. It is stated that the
substance of the learning material must be based on facts or phenomena that can be explained
with logic or reason and not derived from roughly, fantasy, legend or myth. The problem is that
much of the learning content in English is in the form of narrative or imaginary stories and is
automatically illogical.
The teacher's interpretation of the question that such materials fall into the category of
imaginary texts without a more detailed explanation that can strengthen his argument for
answering the questionnaire questions. A group of teachers also has a tendency to assess that
teaching material must indeed be in accordance with a scientific approach that carries facts as a
basis for observation without explanation of the presence of non-factual material such as fairy
tales. In language learning, teaching materials in the form of text, sentences, and images are then
used as facts or phenomena that can be observed by students. The concept of a fairy tale that is
not a fact only needs an explanation to students so that their observations are made on the facts
behind the story. The promised textbooks were not received until the time the research was
conducted so some teachers tried to shift the purpose of the questions with the response.
The interpretive comments of the teacher in this case indicate that most teachers do not yet
have a detailed understanding in conveying the meaning of scientific criteria in certain content
from English learning material. This implies that the teacher still needs a more detailed explanation
about it to avoid the effects of partial understanding in procedural knowledge.
One of the prominent features in K-13 is the use of a scientific approach in learning for all
subjects as stipulated in Permendikbud Number 65 of 2013 concerning Basic and Secondary
Education Process Standards. The teacher's interpretation of the scientific approach includes that
the teacher tries to link the scientific approach with learning English in general. This is illustrated
by the expression that the scientific approach is included in the modern pedagogic dimension that
puts forward scientific ways to acquire knowledge, including language. The teacher illustrates that
the scientific approach is a five-stage learning process that includes student activities in observing
to communicating in an effort to solve problems, developing creativity, and achieving learning
objectives. There are also teachers who only define a scientific approach in general without trying
to make connections with learning English.
Specifically for this problem, researchers tried to use a different approach in looking at
teacher responses. Researchers linked the way they interpreted the scientific approach in the
practice of learning English based on their background and involvement in K-13 training which
might add to their knowledge in the scientific approach. Apparently, K-13 training in the form of
Bimtek or outreach does not guarantee a significant change in teacher knowledge in understanding
the scientific approach.
First, teachers who connect the scientific approach with teaching English have more
decomposed and detailed responses. Their responses indicate a good level of understanding of the
scientific approach and assume that this approach offers a model of language competence. They
believe that the five steps of the scientific process are in line with the way students learn languages
and will support the success of language learning if applied correctly. This group consists of
teachers who take K-13 training in different modes.
Second, the teachers who commented on this case from the perspective of students also
came from diverse backgrounds and attended K-13 training. Their comments are still very generic
but in some cases tend to be procedural by stating that the five steps in the scientific approach are
able to train students to find problems, be interested in investigating, more easily follow lessons,
achieve learning goals, and increase their creativity. From this point it can be concluded that the
teacher, no matter how long and how many times they have attended the K-13 training, will
interpret the scientific approach in the same and correct way.
 Third, teachers who have not tried to make connections between scientific approaches and
English learning practices have also attended K-13 training even more than three times. They
answer questions by writing a general understanding of the scientific approach without linking it
to English learning. That is, they understand the scientific approach but they do not gain additional
knowledge which makes them supposed to be able to understand the application of the scientific
approach in learning English.
Furthermore, authentic assessment is in accordance with the scientific approach in which
input, process and output are used including competency aspects of attitude, knowledge and skills
and refer to Graduate Competence Standard, Core Competence, and Basic Competence at all
levels. Teachers' interpretations fall into two categories, namely answers that try to link authentic
assessment concepts with English learning and answers that only state the definition of authentic
assessment. The K-13 element that colors the innovation is the use of authentic assessment. This
concept applies to all subjects, including English lessons. Authentic assessment is in line with the
scientific approach with the target assessment of inputs, processes, and outputs and includes
aspects of attitude, cognitive, and psychomotor competencies that refer to Core Competence and
Basic Competence results at all levels.
The teacher's interpretation of authentic assessment is relatively similar in describing the
notion of assessment in general. However, very few are able to explain it related to the application
of authentic assessment in the practice of learning English. The general trend illustrated that
authentic assessment is seen from the perspective of three different competencies or domains of
Bloom's Taxonomy which must be assessed. In addition, they also describe the need for specific
assessment criteria related to knowledge construction, observing activities, and values obtained
outside of school.
Regarding its application in English class, assessment must cover three domains of learning
that are carried out through teaching macro language skills: listening, speaking, reading, and
writing. In addition, teacher creativity in assessing the achievement of student competencies is very
necessary because some authentic performance in foreign language learning can only be obtained
through the use of target languages in real situations. This means that teachers' interpretation of
authentic assessments in new ELT practices is at a conceptual level and is assumed based on their
knowledge from the same source.

8. Conclusion

The perception of English teachers of curriculum changes from KTSP (Kurikulum Tingkat
Satuan Pendidikan) to K-13 in teaching English leads to two main trends. The first tendency comes
from teachers who see curriculum changes as something positive, innovative, and creative in the
practice of learning English for the future of Indonesia. This change also had an impact on the
transformation of the perspective of teachers and students from the traditional perspective to the
modern pedagogical dimension. The second tendency is to view curriculum changes as changes
that are formal and conceptual in nature, and are likely to have the same effect as previous
curriculum changes. Secondly the tendency of teacher perception seems to be in line with the
knowledge and belief systems of teachers in perceiving change. The knowledge and belief systems
possessed by the teacher are related to their experience implementing the previous curriculum.
The teacher's interpretation of curriculum changes from KTSP to K-13 in English learning
practices is divided into two parts. First, the interpretation is correct and comprehensive when
faced with general concepts in K-13 related to English learning. Second, the interpretation is rather
floating and partial when faced with procedural material related to English learning. The teacher's
partial understanding is based on the level of knowledge and understanding teacher procedures
obtained from Bimtek or other sources as well as the comfort and convenience offered from
changing curriculum elements. Therefore, apart from the individual's capacity to create a better
learning atmosphere for students as desired by K-13, teachers' perceptions and interpretations of
K-13 in relation to English learning practices are postulated in line with knowledge and beliefs,
thinking patterns in learning practices , demands for government policy in teacher administrative
tasks.

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