Teachers’ Perceptions of English Teaching Strategies in the Current Curriculum Change

Amirullah Abduh(1), Geminastiti Sakkir(2*), Rosmaladewi Rosmaladewi(3), Martin Andrew(4), Yasdin Yasdin(5),

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(3) Universitas Pendidikan Indonesia
(4) Otago Polytechnic New Zealand
(5) Universitas Negeri Makassar
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v6i4.25246

Abstract


This paper aims to explore teachers’ perceptions on the implementation of English teaching strategies in the current curriculum change.  The key question is that  what are the teachers' perceptions of English teaching strategies in the current curriculum change? This study was conducted in one of the Indonesian provinces with the participants of 102 English teachers. The instrument of data collection used Likert-scale questionnaires. The questionnaires contains specific questions on teachers’ responses on their strategies in relation to current curriculum reform. The data gained in this study was analysed using vocabulary statistics available in lextutor programs.  The result of the study shows that there is a majority of the English teachers in this study perceive that curriculum reforms have impacted positively on their teaching strategies and provide diverse categories of responses to change. The reason for this is that is a tendency of English teachers to upgrade their knowledge and skills to adapt with the change. In addition, teachers of English are recommended to learn about the essence of change so that they can implement the change successfully.


Keywords


Teachers’ perception; teaching strategies; curriculum; curriculum change

Full Text:

PDF

References


Davis, J. (2019). Teaching strategies for the college classroom. New York: Routledge.

Jayadi, K., & Abduh, A. (2020). Current changes in digital anthropology and literacy in higher education. International Journal of Innovation, Creativity and Change, 11(1), 482-489.

Jenkins, G. (2020). Teacher agency: The effects of active and passive responses to curriculum change. The Australian Educational Researcher, 47(1), 167-181.Change, 22(1), 3-12.

Kalimaposo, K. (2022). Trajectories of curriculum change in initial primary teacher education in Zambia. International Journal of Research and Innovation in Social Science (IJRISS), 6, 319-331.

Kameenui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners. New Jersey: Prentice-Hall Inc

Leung, A. W. L.. (2012). 'Strategies for Change and Curriculum Implementation' Curriculum Change and Innovation. Hong Kong: Hong Kong Scholarship Press.

Mondal, N., & Das, A. C. Overview Of Curriculum Change: A Brief. EPRA International Journal of Multidisciplinary Research (IJMR), 7 (3). 260-265.

Mahfud, C. (2019). Evaluation of Islamic education curriculum policy in Indonesia. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 9(1), 34-43.

Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2012). Teaching strategies: A guide to effective instruction. London: Cengage Learning.

Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. New York: Sage publications.

Pratikno, Y., Hermawan, E., & Arifin, A. L. (2022). Human Resource ‘Kurikulum Merdeka’from Design to Implementation in the School: What Worked and What not in Indonesian Education. Jurnal Iqra': Kajian Ilmu Pendidikan, 7(1), 326-343.

Ramly, R., & Abduh, A. (2018). Exploring Cognitive Concepts in the National Assessment of the Indonesian Language. The New Educational Review, 53(3), 142-152.

Riadi, A. (2019). An empirical studies on Indonesian English-curriculum changes: opportunities and constraints in an underdeveloped region. Indonesian TESOL Journal, 1-73.

Sakkir, G., & Abduh, A. (2022). The Factors Affect the Implementation of English Teaching Strategies before and during Covid-19 Pandemic Era. EduLine: Journal of Education and Learning Innovation, 2(4), 472-480.

Schuitema, J., Dam, G. T., & Veugelers, W. (2008). Teaching strategies for moral education: A review. Journal of curriculum studies, 40(1), 69-89.

Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D. Bandung: Alfabeta.

Yin, RK (2009). Case study research: Design and methods. Thousand Oaks, CA: Sage.

Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3-12.


Article Metrics

Abstract view : 1485 times | PDF view : 404 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.