Teachers’ Voices on the Challenges of the Implementation of Communicative Approach in Regards to the 2013 Curriculum

IJEE Indonesian Journal of English Education Pub Date : 2019-06-25 DOI:10.15408/ijee.v1i1.12761

Y. Rahmawati

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引用次数: 5

Abstract

ABSTRACTThe Indonesian ELT current curriculum (the 2013 Curriculum) adopts communicative Approach (CA) as its basis foundation. Despite the fact that this approach has been adopted for some years, some research studies showed that it does not bring any significant improvement to the learner’s outcome. There are several reasons underpinning the failures of the implementation of CA in regards to the 2013 curriculum. This study is, therefore, aimed at investigating the EFL Indonesian teachers’ perspectives on the challenges they faced in the implementation of communicative approach in their classrooms along with the 2013 curriculum. Four participants were involved in this study that were given questionnaires and interviewed for data collection. Qualitative design by case study was used in this study and the results indicated that all teachers in this study encountered challenges when implementing the concept of CA along with the 2013 curriculum, i.e. students’ low motivations, the teachers’ role, the class size, the teachers’ income, and the availability of English materials.ABSTRAKKurikulum Bahasa Inggrisdi Indonesia saat ini (Kurikulum 2013) mengadopsi Pendekatan Komunikatif (CA) sebagai landasan dasarnya. Terlepas dari kenyataan bahwa pendekatan ini telah diadopsi selama beberapa tahun, beberapa penelitian menunjukkan bahwa Pendekatan Komunikatif tidak membawa dampak yang signifikan terhadap hasil pelajar. Ada beberapa alasan yang mendasari kegagalan implementasi CA tersebut terkait kurikulum 2013. Oleh karena itu, penelitian ini bertujuan mengeksplorasi perspektif guru bahasa Inggris di Indonesia tentang tantangan yang mereka hadapi dalam menerapkan pendekatan komunikatif di ruang kelas mereka dalam kerangka kurikulum 2013. Empat peserta terlibat dalam penelitian ini yang diberi kuesioner dan diwawancarai untuk pengumpulan data. Penelitian ini menggunakan desain kualitatif dengan studi kasus dan hasilnya menunjukkan bahwa semua guru dalam penelitian ini menghadapi tantangan ketika menerapkan konsep CA bersama dengan kurikulum 2013, yaitu motivasi siswa, peran guru, 'konten asing' , dan ketersediaan materi bahasa Inggris. How to Cite: Rahmawati, Y. (2019). Teachers’ Voices on the Challenges of the Implementation of Communicative Approach in Regards to the 2013 Curriculum. IJEE (Indonesian Journal of English Education), 6(1), 65-78. doi:10.15408/ijee.v6i1.12761

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2013年课程中教师对实施交际教学法挑战的声音

摘要印尼英语教学现行课程（2013年课程）以交际法（CA）为基础。尽管这种方法已经被采用了几年，但一些研究表明，它并没有给学习者的成绩带来任何显著的改善。2013年课程中CA实施失败的原因有几个。因此，本研究旨在调查印尼英语教师对2013年课程中在课堂上实施交际法所面临挑战的看法。四名参与者参与了这项研究，他们接受了问卷调查并接受了数据收集采访。本研究采用了案例研究的定性设计，结果表明，本研究中的所有教师在2013年课程中实施CA概念时都遇到了挑战，即学生的低动机、教师的角色、班级规模、教师的收入和英语材料的可用性。ABSTRAKKurikulum English Indonesia目前（Kurikulum 2013）采用交际法（CA）作为基础。尽管这种方法已经被采用了好几年，但一些研究表明，交际法对学生的成绩没有显著影响。与2013年的课程相比，CA的实施失败有一些原因。因此，本研究旨在探讨印尼英语教师在2013年课程框架下，在课堂上应用沟通方法时面临的挑战。四名参与者参与了这项研究，他们被赋予了凝聚力，并接受了数据收集采访。本研究采用了定性设计和案例研究，结果表明，本研究中的所有教师在2013年课程中应用CA概念时都面临挑战，即学生动机、教师角色、“外国内容”和英语材料的可用性。如何引用：Rahmawati，Y.（2019）。教师对2013年课程实施交际法的挑战的呼声。IJEE（印度尼西亚英语教育杂志），6（1），65-78。doi:10.14408/ijee.v6i.12761

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IJEE Indonesian Journal of English Education

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5 weeks