Putting English as a Local Content Subject in Primary Schools: Teachers’ Belief and its Impact on Their Teaching Delivery  

Oleh:

Iskandar

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 758-767.
Topik: local content; teachers’ belief; classroom delivery
Fulltext: hal 758.pdf (15.04MB)

Isi artikel

Since its introduction in 1994, English is not an obligatory subject in Indonesian primary school curriculum, but as a Local Content (LC) subject. Current curriculum policy maintains this status. LC curriculum has some locally-determined requirements that teachers should adhere to whenever they are teaching EFL. Using interviews and classroom observation, this study aimed at finding out South Sulawesi primary EFL teachers’ perception on the inclusion of English as an LC subject; in particular their appraisal of the status, their belief about the implication of the status, their awareness of LC requirements, and how it affected their teaching delivery. Though some teachers maintained this status, most teachers challenged it and urged it be placed as core subject. Most believed that this status will make students undervalue English subject, and therefore will have low motivation studying the language. Teachers were aware of the LC requirements in which they were expected to develop competencies by taking into account the peculiarity and the potentials of the region where their school is situated. They reported working to fulfil the requirements, although little evidence of this was found during the classroom observations.

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