Implementation of 2013 Curriculum in Teaching English at Rural Areas Junior High Schools in Luwu Utara Regency

IF 2.5 3区社会学 Q2 DEVELOPMENT STUDIES European Journal of Development Research Pub Date : 2022-11-30 DOI:10.28926/jdr.v6i2.237

Nita S, Andi Tenri Ampa, Erwin Akib

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Abstract

The aims of this research were: (1) to find out how teachers in rural areas implement the 2013 curriculum in teaching English (2) to find out what problems are faced by English teachers in rural areas in implementing the 2013 curriculum. This research used a qualitative method. The subjects of this research were English teachers of SMPN 9 Seko, SMPN 1 Seko, and SMPN 2 Seko. The total number of subjects was five English teachers. The procedure of this research was collected by doing observation and interviewing the English teachers using questionnaires. The results of this research showed that: first, implementation of the 2013 curriculum in Seko District as a rural area is still not going well and ineffective because there are still components of the teaching and learning process that have not been implemented systematically and precisely in the teaching and learning process. Second, the result based on the interview was the first problem that the teachers faced in teaching English in rural areas is the unavailability of learning media and most of the students still used their local language or mother tongue as a daily language which makes students usually do not understand well when teachers explain the lesson.

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卢武县2013年农村初中英语教学课程实施情况

本研究的目的是:(1)了解农村地区教师在英语教学中如何实施2013年课程;(2)了解农村地区英语教师在实施2013年课程中面临哪些问题。本研究采用定性方法。本研究的对象是SMPN 9 Seko, SMPN 1 Seko和SMPN 2 Seko的英语教师。科目总数为5名英语教师。本研究采用观察法和问卷调查法对英语教师进行访谈。本研究结果表明:首先，2013年课程在Seko地区作为农村地区的实施仍然不顺利和无效，因为教学过程中仍有教学过程的组成部分没有在教学过程中得到系统和精确的实施。其次，基于访谈的结果是教师在农村地区进行英语教学面临的第一个问题是学习媒介的缺乏，大多数学生仍然使用当地语言或母语作为日常语言，这使得学生在教师讲解课程时通常听不懂。

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来源期刊

European Journal of Development Research DEVELOPMENT STUDIES-

CiteScore

5.70

自引率

4.00%

发文量

期刊介绍： The European Journal of Development Research (EJDR) redefines and modernises what international development is, recognising the many schools of thought on what human development constitutes. It encourages debate between competing approaches to understanding global development and international social development. The journal is multidisciplinary and welcomes papers that are rooted in any mixture of fields including (but not limited to): development studies, international studies, social policy, sociology, politics, economics, anthropology, education, sustainability, business and management. EJDR explicitly links with development studies, being hosted by European Association of Development Institutes (EADI) and its various initiatives. As a double-blind peer-reviewed academic journal, we particularly welcome submissions that improve our conceptual understanding of international development processes, or submissions that propose policy and developmental tools by analysing empirical evidence, whether qualitative, quantitative, mixed methods or anecdotal (data use in the journal ranges broadly from narratives and transcripts, through ethnographic and mixed data, to quantitative and survey data). The research methods used in the journal''s articles make explicit the importance of empirical data and the critical interpretation of findings. Authors can use a mixture of theory and data analysis to expand the possibilities for global development. Submissions must be well-grounded in theory and must also indicate how their findings are relevant to development practitioners in the field and/or policy makers. The journal encourages papers which embody the highest quality standards, and which use an innovative approach. We urge authors who contemplate submitting their work to the EJDR to respond to research already published in this journal, as well as complementary journals and books. We take special efforts to include global voices, and notably voices from the global South. Queries about potential submissions to EJDR can be directed to the Editors. EJDR understands development to be an ongoing process that affects all communities, societies, states and regions: We therefore do not have a geographical bias, but wherever possible prospective authors should seek to highlight how their study has relevance to researchers and practitioners studying development in different environments. Although many of the papers we publish examine the challenges for developing countries, we recognize that there are important lessons to be derived from the experiences of regions in the developed world. The EJDR is print-published 6 times a year, in a mix of regular and special theme issues; accepted papers are published on an ongoing basis online. We accept submissions in English and French.