Looking for Insights: A Comparison of Secondary Education English Curricula in Indonesia and Estonia

Berli Arta, Adhan Kholis, Rahayu Rahayu, Ulul Azmi, Khusnul Harsul Lisan

Abstract


Both Indonesia and Estonia have similar contexts of learning English as a foreign language.  The learning achievements reveal a considerable disparity when considering the worldwide assessment of English proficiency, with Indonesia ranking 79th and Estonia securing the 23rd position according to the (EF English Proficiency Index in 2023). This study compares English curricula in Indonesia and Estonia, examining the differences between them despite similar conditions for teaching English as a foreign language. The fundamental goal of the study was to identify the factors that influence diverse learning outcomes in various countries. The study used content analysis to compare curricular papers from both countries on six critical criteria including: (1) stakeholders involved in English curriculum development, (2) stakeholders' reactions to the English curriculum, (3) stated purposes of the curriculum, (4) educational philosophies underlying the English curricula, (5) unstated purposes of the curricula, and (6) influential factors shaping the curricula. The analysis suggested that the key drivers to the discrepancy in learning results in both countries were national policy, pedagogy, and assessment implementations. The results showed that the main result of the mentioned alterations underscored the need for an enhanced approach to the instruction and acquisition of English. Allocating sufficient time for English learning allows students to maximize their opportunities for developing language skills. Moreover, integrating speaking and writing elements into final evaluations and embracing a communicative language strategy can inspire both educators and learners to participate in more genuine learning experiences.

Keywords


curriculum; secondary education; English curricula

Full Text:

PDF

References


Apple, M. W. (1993). The politics of official knowledge: Does a national curriculum make sense?. Discourse, 14(1), 1-16. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/0159630930140101

BBC News. (2015, March 2). Estonia's ruling Reform Party wins election victory. BBC News. Retrieved from http://www.bbc.com/news/world-europe-31681293

Birdsong, D. (1989). Metalinguistic performance and interlinguistic competence. Springer Science & Business Media (25), 145-147. Retrieved from https://link-springer-com.ezproxy.lib.monash.edu.au/content/pdf/10.1007%2F978-3-642-74124-1.pdf

Bygate, M. (2001). Speaking. In R. Carter & D. Nunan (Eds.), Teaching English to speakers of other languages (pp. 14-27). United Kingdom: Cambridge University Press.

Constitution of the Republic of Estonia [Estonia]. (1992). Available from http://www.refworld.org/docid/3ae6b56a4.html

Erss, M., Mikser, R., Löfström, E., Ugaste, A., Rõuk, V., & Jaani, J. (2014). Teachers’ views of curriculum policy: The case of Estonia. British Journal of Educational Studies, 62(4), 393-411. doi: 10.1080/00071005.2014.941786

Fausto, R. (2017, September 4). Sulitnya anak berkebutuhan khusus mendapatkan sekolah, perlunya memperluas jumlah sekolah inklusi. Femina. Retrieved from https://www.femina.co.id/family/sulitnya-anak-berkebutuhan-khusus-mendapatkan-sekolah-perlunya-memperluas-jumlah-sekolah-inklusi

Harmer, J. (2015). The practice of English language teaching (5th ed., Always learning). Harlow, England: Pearson Education.

Kelly, A.V. (2009). The curriculum theory and practice (6th). London: SAGE Publications Limited.

Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41(2), 399-412. Retrieved from http://www.sciencedirect.com/science/article/pii/S0346251X13000523

Krull, E., & Mikser, R. (2010). Reflection of cross-curricular ideas in the Estonian curricula of general education: an historical study. Trames: A Journal of the Humanities & Social Sciences, 14(1), 34-53. Retrieved from https://www-ceeol-com.ezproxy.lib.monash.edu.au/search/viewpdf?id=115576

Laanemets, U., & Kalamees-Ruubel, K. (2014). Curriculum development: Content, context and language learning in Estonia. Euro-JCS, 1(1), 45-51. Retrieved from http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/15

Lamb, M. (2004). It Depends on the Students Themselves: Independent Language Learning at an Indonesian State School. Language, Culture and Curriculum, 17(3), 229-245. doi: 10.1080/07908310408666695

Lauder, A. (2010). The status and function of English in Indonesia: A review of key factors. Makara Hubs-Asia, 8(3), 9-20. Retrieved from http://hubsasia.ui.ac.id/index.php/hubsasia/article/view/128/82

LeapIN. (2016). 9 things you need to know before starting a company with Estonian e-Residency. LeapIN. Retrieved from https://blog.leapin.eu/9-things-you-need-to-know-before-starting-a-company-with-estonian-e-residency-cff0013f18fb

Lees, M. (2016). Estonian education system 1990-2016: reforms and their impact. Estonian Estonia: Estonian Ministry of Education and Research Adviser to the Minister MA of Educational Management.

Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91(4), 645-655. doi: 10.1111/j.1540-4781.2007.00627_2.x

Marsh, C.J. & Willis, G. (2003). Curriculum alternative approaches, ongoing issues (3rd). United States of America: Merril Prentice Hall.

Mägi, E., & Nestor, M. (2014). Students with different mother tongue and cultural backgrounds in Estonian schools: attention, awareness and support at school level. Praxis Center for Policy Studies.

Menteri Pendidikan dan Kebudayaan Republik Indonesia [the Indonesian Ministry of Education and Culture]. (2016). Kompetensi dasar: Sekeloah Menengah Atas dan Madrasah Aliyah. Available from http://staff.uny.ac.id/sites/default/files/pendidikan/drs-sudarmaji-mpd/03-kompetensi-dasar-sma-2013.pdf

Menteri Pendidikan dan Kebudayaan Republik Indonesia [the Indonesian Ministry of Education and Culture]. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 20 Tahun 2016 Tentang Standar Isi Pendidikan Dasar dan Menengah. Available from http://bsnp-indonesia.org/?page_id=105

Menteri Pendidikan dan Kebudayaan Republik Indonesia [the Indonesian Ministry of Education and Culture]. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21 Tahun 2016 Tentang Standar Isi Pendidikan Dasar dan Menengah. Available from http://bsnp-indonesia.org/?page_id=105

Menteri Pendidikan dan Kebudayaan Republik Indonesia [the Indonesian Ministry of Education and Culture]. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 Tahun 2016 Tentang Standar Isi Pendidikan Dasar dan Menengah. Available from http://bsnp-indonesia.org/?page_id=105

Nishimura, S. (1995). The development of Pancasila moral education in Indonesia. Southeast Asian Studies, 33 (3), 303-316. Retrieved from https://repository.kulib.kyoto-u.ac.jp/dspace/bitstream/2433/56552/1/KJ00000131872.pdf

Putra, K. A. (2014). The implication of curriculum renewal on ELT in Indonesia. PAROLE: Journal of Linguistics and Education, 4(1), 63-75. Retrieved from http://ejournal.undip.ac.id/index.php/parole/article/view/6315

Organization for Economic Cooperation and Development (OECD). (2016). Educational policy outlook: Estonia. Retrieved from https://www.hm.ee/sites/default/files/education-policy-outlook-country-profile-estonia.pdf

Schwartz, S. H. (1999). A theory of cultural values and some implications for work. Applied psychology, 48(1), 23-47. doi: 10.1111/j.1464-0597.1999.tb00047.x

Rechards, J. C. (2005). Communicative language teaching today. Singapore: SEAMEO Regional Language Center.

Regulation No. 1 of the Government of the Republic of Estonian National Curriculum for Basic Schools. (2014). Available from https://www.hm.ee/et

Resh, N., & Benavot, A. (2009). Educational governance, school autonomy, and curriculum implementation: diversity and uniformity in knowledge offerings to Israeli pupils. Journal of Curriculum Studies, 41(1), 67-92. Retrieved from

Suhartono, (2013). Analisis perbedaan kurikulum KTSP dan kurikulum 2013. Retrieved from https://www.slideshare.net/6285731664322/analisis-perbedaan-kurikulum-ktsp-dan-kurikulum-2013?from_action=save

Tedesco, J. C., Opertti, R., & Amadio, M. (2014). The curriculum debate: Why it is important today. Prospects, 44(4), 527-546.

Tse, D. K., Lee, K. H., Vertinsky, I., & Wehrung, D. A. (1988). Does culture matter? A cross-cultural study of executives' choice, decisiveness, and risk adjustment in international marketing. The Journal of Marketing, 81-95. Retrieved from http://www.jstor.org.ezproxy.lib.monash.edu.au/stable/pdf/1251635.pdf?refreqid=excelsior%3Af02f43a01b62a93ab27cab86feda612a

Wicaksono, P. (2014, August 24). Guru Khawatirkan kurikulum 2013 ganggu sertifikasi. Tempo. Retrieved from https://nasional.tempo.co/read/601897/guru-khawatirkan-kurikulum-2013-ganggu-sertifikasi

Widianti, U., Rohmah, Z., & Furaidah. (2017). Bahasa Inggris SMA/MA/SMK/MK kelas X. Retrieved from http://www.gurupembelajar.net/2017/08/download-buku-kurikulum-2013-edisi.html

Yates, L. & Grumet, M. (Eds.). (2011). Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics. London, UK: Routledge.




DOI: http://dx.doi.org/10.30659/jamr.4.2.76-89

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Berli Arta, Adhan Kholis, Rahayu Rahayu, Ulul Azmi, Khusnul Harsul Lisan

Journal of Advanced Multidisciplinary Research (JAMR) is published by Research and Community Service Department (LPPM) Universitas Islam Sultan Agung Semarang, Indonesia.

Address: Jl. Kaligawe Raya Km. 4 Semarang, Indonesia.