Research Article
Indonesian EYL Curriculum Issues: Between Education Policy and Classroom Practices
@INPROCEEDINGS{10.4108/eai.13-2-2019.2286156, author={Anne Ratna Suminar and Pipih Setiawati and Lucky Rahayu Nurjamin and Yustika Nur Fajriah}, title={Indonesian EYL Curriculum Issues: Between Education Policy and Classroom Practices}, proceedings={Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia}, publisher={EAI}, proceedings_a={ICBLP}, year={2019}, month={10}, keywords={english for young learners curriculum intent 2013 curriculum school-based curriculum education policy classroom practices}, doi={10.4108/eai.13-2-2019.2286156} }- Anne Ratna Suminar
Pipih Setiawati
Lucky Rahayu Nurjamin
Yustika Nur Fajriah
Year: 2019
Indonesian EYL Curriculum Issues: Between Education Policy and Classroom Practices
ICBLP
EAI
DOI: 10.4108/eai.13-2-2019.2286156
Abstract
This study is aimed at analyzing curriculum intent and implementation in English for young learners (EYL) classroom, conducted in a private junior high school in Indonesia. The participant in this study is an English teacher who teaches all grades. Non-participant classroom observations, document analysis and interview were carried out as the instruments. The collected data were then analyzed inductively. As a result, there is mismatch between the planned curriculum, using student-centered curriculum, and the delivered curriculum, teacher-centered curriculum. Therefore, this finding suggests that the government undertake the appraisal and the evaluation to English teaching practice secondary school level, followed up by supporting the teachers‘ forum with activities; such as, in-house training, lesson study, peer teaching.
