Perspective on the early years of implementation “Once it was

implemented, many things became difficult”

From the school principals’ point of view, the introduction of the 2013 Curriculum was a year before the implementation that is in 2012. Their first reactions were varied, some of them were worried and some of them were feeling so-so as it is common in Indonesia to have a curriculum change when a new Ministry of Education is appointed. This section discusses the perspective on the early years of implementation from the

186 point of views of the curriculum stakeholders based on semi-structred interviews with school principals, and teachers. Mita expressed her concern,

I was so surprised that there was going to be a new curriculum as we were still struggling with the previous curriculum (SBC). Moreover, we were appointed as one of the pilot schools, so we had to implement two curriculums at school. The new curriculum was for year X, while year XI and XII still used the previous curriculum. (Mita/School principal/interview) Another concern was expressed by Tatang,

What I had in mind about the 2013 Curriculum was that it must be more comfortable for learning. As it must be able to face the challenges of this rapid changes of globalization at that time. However, once it was implemented, many things became difficult. Too many difficulties for teachers, students and also difficulties in the implementation process as there were big changes. (Tatang/School principal/interview)

On the other hand, Ade has different view on the early years of implementation. He claimed,

In my opinion, curriculum is a part of education that must evolve over time. I think the 2013 is the result of previous development of curriculum change in Indonesia. As for me, change is part of the education process. We have to improve and develop to have a better education. (Ade/School principal/interview)

The preparation of implementing change at school level perceived by school principals as the most struggling aspect in the change process especially in first year.

187 All of the school principals referred to the eight National Education Standard as mandated by the government in order to facilitate the change process. The National Education Standard means the minimal criteria about the education system in the whole jurisdiction of Indonesia. It consists of standard of content, standard of process, standard of educational personnel, standard of facilities, standard of management, standard of funding and standard of educational assessment. Ajat explained his preparation in implementing the 2013 Curriculum,

First thing that I did was to do consolidation with the staffs. Then following up in accordance with the provisions set by the government that is mandated in the National Educational Standard. For example, if there are no facilities then I completed the facility, then if there should be a training, we facilitated with the in-house training for teachers. Basically, all I do is supporting what has been outlined and implementing what is required. (Ajat/School principal/interview)

Toni as teacher also support Ajat statement,

The point is we don’t have many difficulties in technical problems in delivering materials or else. Moreover, we do have good human resources in our school so if there is new information or new policy, we immediately have socialization such as in-house training or meeting. (Toni/Teacher/interview)

After three years of implementation, the school principals claimed that the teachers are now coping well with the 2013 Curriculum. Tatang claimed,

Based on my observation, the teachers are ready in implementing the 2013 Curriculum though the government is still revising it every year.

188 However, I think the teachers have difficulty in administration such as preparing for lesson plan and paperwork. (Tatang/School principal)

The difficulty in preparing the teacher’s administration also expressed by teacher named Vina,

I could adjust myself to the new teaching method mandated by the government, but I need to adjust a lot in teacher administration. It is said that the teacher administration in the 2013 English Curriculum would be simpler but it’s not. We have to make a very detailed lesson plans in long pages. In my opinion if we make a lesson plan with just one or two pages with the objective and the steps it would be very simpler, easier and in fact the result would be the same. I mean comparing to what we do now as I think it’s an open secret that lesson plan is just for paperwork while teaching in the classroom would be a different story. (Vina/Teacher/interview)

From both statements by school principals and teachers, it is implied that the teacher administration in the 2013 English Curriculum is very time consuming for teachers. Teachers were overloaded with administrative work, professional development training so they didn’t have time to catch up with changes form the curriculum reform thus their teaching quality has been deteriorating. Meanwhile, in reality teachers may not always follow what they have written in the lesson plan when teaching in the classroom. Cheung and Wong (2010) stated that fidelity of a curriculum innovation occurs when the implementers understand the curriculum requirements. This means that when the implementing agent does not understand the curriculum requirements, they are likely to modify it to fit their understandings. Therefore, Morris (1995) in Okoth (2016) asserts, the degree to which schools and teachers can adopt and

189 implement a top down curriculum change depends upon the extent to which those responsible for managing the change acquire informed understanding about the educational theory and knowledge underpinning the change.