Assessing the Contribution of In-service Teacher Professional Training to Teachers’ Readiness to Implement the 2013 Curriculum (An analysis of the developmental progress of English teachers teaching skills in Sumbawa Regency)

Abstract

To complement with the implementation of the 2013 Curriculum, the Government of Indonesia has provided Inservice Teacher Professional Training Program (TPETP a.k.a. PLPG) for English teachers in order that they can comply with the demands of the new curriculum. The current research attempts to reveal whether TPETP prepared for the implementation of the 2013 Curriculum has brought about effects on the development of teachers’ teaching skills in Sumbawa Regency. This study used a multiple case study approach with a qualitative descriptive method. This multiple case study is used to explain the contributions of the TPETP program on the ability of certified English teachers to implement the 2013 English Curriculum in Sumbawa District. The population of this study was all English teachers who had been certified throughout Sumbawa District. To obtain the data, a purposive sampling technique was used. Data analysis included data reduction, data presentation, and conclusion. This analysis was done iteratively through triangulation of data. Results of the study show that on the whole TPETP had positive contribution to the developmental progress of teachers’ teaching skills. Despite evidence of improved teaching practices, a number of teachers experienced hurdles. Some of them showed a tendency to return to their old teaching practices. The study concludes that the current method of TPETP delivery needs to be re-evaluated. Keywords—in-service teacher professional training; 2013 curriculum; teaching skills