The English Threshold 89 Arifin (2011) states that the following steps must be taken in order to undertake curriculum development: feasibility studies and needs analysis in the initial stage. Planning the curriculum is the second step. Phase three involves creating operating plans. Phase four involves conducting restricted testing of the curriculum in realworld settings. Curriculum implementation is the fifth stage. Curriculum monitoring and assessment constitute stage six. Step seven: enhancement and modification. The idea of curriculum changes based on the flow or theory of education it adopts, as well as how educational theory and practice evolve. The curriculum is a list of topics that students are required to study and that teachers are required to teach. In a narrow sense, the curriculum can be seen as a set of courses that students need to take or follow in order to graduate from specific educational institutions. As long as the goal is producing graduates of the highest caliber, efforts to give students learning experiences can be made both inside and outside of the classroom, whether or not they are planned in writing. Curriculum may be understood in three ways: as a system, as a subject, or as a substance. The curriculum
90 The English Threshold itself is a written document that includes objectives, instructional resources, lesson plans, assignments, and assessments. The curriculum as a system consists of work practices on how to create, execute, assess, and enhance a curriculum as well as a staff structure. Developing information about curriculum and curriculum systems is the goal of curriculum as a subject of study. In light of this, it can be said that the curriculum is an entire program or plan designed to act as a manual for carrying out activities that offer students possible educational experiences under the supervision of the school, with the ultimate goal being the development of students' ability to think and behave in accordance with the community group in which they reside. According to Zainal arifin (2013) in the implementation of curriculum development must take the following stages: (1) feasibility studies and needs analysis, (2) curriculum planning, (3) development of curriculum operational plans, (4) implementation of limited trials of the curriculum in the field, (5) curriculum implementation, (6) monitoring and evaluation of the curriculum, (7) improvement and adjustment.
The English Threshold 91 According to Indonesia's curriculum policy, the curriculum's role and function may be divided into three categories. "The policy is the period of pre-independence, independence, and reform," claims Nasution (2009). 1. Education curriculum policy in the pre-independence period. Colonialism, in which educational practices and policies were governed and controlled by the colonists, had an impact on education policy in the era before to independence. Initially, the second grade school policy covered reading, writing, and math and was designed for indigenous students throughout a three-year period of schooling. The children of Dutch government employees were the target audience for the first grade school policy. Education lasts for four years, five years, and seven years. 2. Post-independence education curriculum policy a. The 1968 curriculum policy changed the focus of education from pancawardhana to Pancasila soul development, basic knowledge, and special skills. The curriculum aims to develop a strong and healthy body as well as increase intelligence and
92 The English Threshold skill sets. The subject matter is theoretical and not connected to real-world issues. b. The 1975 curriculum policy places more emphasis on more effective and efficient learning objectives. Throughout the teaching and learning process, teachers play a more crucial role as they must outline the objectives. c. The 1984 curriculum policy, which is based on the skull approach procedure. The 1984 curriculum was developed as an upgrade to the 1975 curriculum. d. The 1984 curriculum is characterized by the following: (1) it is instructionally oriented; (2) it employs a learning model of how to learn active students (CBSA) or student active learning (SLA); (3) learning materials are packaged using a spiral approach; (4) it prioritizes teaching understanding over practice; (5) it presents the material according to students' readiness or maturity; and (6) it uses a process skill approach. e. The 1994 curriculum places a strong emphasis on the idea of "link and match," which holds that education should be connected to the workplace or industry in order for schools to produce the trained labor that businesses want. On the other
The English Threshold 93 hand, collaboration between the industrial and educational sectors is also necessary. 3. Curriculum policy during the reformation period Reform has had a significant influence on how national education has developed. Education policies were released as required legislation when UUSPN Number 20 of 2003 became a new chapter for the country's educational system. These policies included: a. 2004 Curriculum (KBK) The competency-based curriculum (KBK), which was adopted in 2004, is a curriculum strategy that emphasizes the ability to do specific activities with predefined performance requirements. b. The 2006 Curriculum (KTSP). The education unit level curriculum (KTSO) is the name given to this 2006 curricular policy. The most notable aspect is that educators are allowed to design lessons based on the needs of their pupils, the school's location, and the surrounding environment. c. 2013 Curriculum. The government mandated the introduction of a new curriculum for the 2013– 2014 school year, replacing the KTSP. This curriculum built upon the foundation of the KBK, which was first introduced in 2004. It covered the competencies of attitudes, knowledge, and skills in an integrated manner as required by law no. 20
94 The English Threshold of 2003 concerning the national education system article 35, as well as by presidential regulation number 35 and presidential regulation number 5 of 2010 concerning the national medium-term development plan (deden cahaya kusuma t.th: 8 curriculum 2013). The goal of the 2013 curriculum is to better enable students to observe, inquire, analyze, and communicate (present) what they learn or what they know after attending classes. Modifying the education curriculum policy is one of the ways the Indonesian government is trying to meet the desired outcomes in the field of education. The government has so far implemented roughly seven forms of curriculum: the 1968 curriculum, the 1975 curriculum, the 1984 curriculum, the 1994 curriculum, the 2004 curriculum, or competency curriculum, the education unit level curriculum (KTSP), and the 2013 curriculum, which is the most recent. The change is one of the developmental steps between the current curriculum and the previous curriculum. Soemanto (1991) factors that are seen to encourage curriculum change are:
The English Threshold 95 1. The release of some countries from colonial rule; upon gaining their independence, these nations discovered that the education system they had grown up in no longer aligned with the principles of their own independence, and they set about implementing extensive reforms to the curriculum and educational framework. 2. Once more, the speed at which science and technology are developing. While advancements in the science of psychology, communication, and other fields led to the discovery of new theories and methods in the teaching and learning process, advancements in the various branches of science taught in schools resulted in the rejection of old theories. These two developments automatically encourage changes in the content and implementation strategies of the curriculum. 3. The world's population is growing at a rapid rate, and as a result, more people are in need of education. As a result, the current approach or method in the field of education needs to be reviewed and, if necessary, changed in order to meet the growing demand for education.
96 The English Threshold Fundamentally, the capacity of educators to appropriately administer any curricular policy that the government enacts determines how it will be implemented overall. Teachers' opinions and interpretations have a significant impact on implementation. Teachers' impressions and interpretations of the curriculum are based on their personal experiences and expertise, claim Lundeberg and Levin (2003). There are at least four primary components to the program: 1. Educational objectives must be fulfilled 2. Information, sciences, statistics, actions, and encounters everywhere. 3. The techniques and approaches to instruction and direction that pupils use in order to go toward the intended and planned goals. 4. The techniques and tools for evaluation that are employed to gauge and rank the outcomes of the curriculum-designed educational process. Curriculum modifications can affect educational quality in both positive and bad ways. One benefit is that students can gain knowledge by tracking the advancement of a more sophisticated age. Because children are unable to adapt to the new curriculum's learning system, curriculum changes that occur so fast have a negative
The English Threshold 97 effect and lead to new issues like falling student success. Learning practices are impacted by the curriculum's development and execution in the classroom, which in turn has an impact on student learning results. Regretfully, Elmore and Sykes (1992) state that there is no assurance that educators will be able to carry out the government's directives on the curriculum reform policy. Curriculum rules that are often changed or altered not only negatively affect students whose academic performance is falling, but they also directly affect schools in relation to their vision, purpose, and goals. For instance, if an educational institution has a single aim or vision, it is only natural for the school to strive toward achieving these objectives and realizing the necessary vision, even when doing so takes time. The school must adjust its vision and aims once more when the curriculum change policy takes effect after they have positioned themselves toward the predetermined goals. The government may believe that curriculum changes can result in better changes in this situation, but this is not always the case in reality. In this instance, Yuliah (2020) adds that specific tactics and approaches must be used in order to realize the success of the policy implementation, given that the policy implementation process is related to legal, political, economic, and social factors that either directly or
98 The English Threshold indirectly affect the behavior of the various program participants. 1. Positive impact of curriculum change There are several positive impacts of curriculum change, specifically on primary schools, namely: a. The new curriculum makes up for the shortcomings of the old curriculum. The new curriculum that will be used was created by looking more closely at the problems with the old curriculum. Based on this, it can be said that one goal of curriculum change is to make up for the shortcomings of the old curriculum. It is hoped that the new curriculum's positive effects will help to further raise the standard of education in Indonesia. b. There are adjustments to the demands of changing times. The times are developing greatly, various aspects of life including education require changes to adapt to the needs that arise. This curriculum function will answer to face future challenges due to the demands of the changing times and still be able to realize educational goals. 2. Negative impact of curriculum change The negative impacts of curriculum change, specifically in primary schools, are:
The English Threshold 99 a. Not meeting learning objectives at the start of the program. This is typically the result of instructors' inability to fully integrate the new curriculum in their roles as educators. If educators wish to apply the new curriculum and see the desired outcomes, they must truly comprehend all of its components. No matter how well-designed the new curriculum is, it will not function properly if the teacher, who is at the center of it all, cannot effectively lead the teaching and learning process. b. Insufficient infrastructure. In certain places, school-owned facilities might occasionally pose a barrier to the failed adoption of the new curriculum. In Indonesia, the amenities that each school owns are still not uniform. Large city schools might be able to accommodate curricular changes. What about schools in isolated locations with inadequate resources c. It takes time for the new curriculum to be socialized. It is unquestionably necessary to socialize curriculum changes to teachers who are the field's implementers. In order to ensure that the new curriculum is successfully implemented, it must be able to be understood by all instructors. This is consistent with (Supriani, 2022) who states that socialization plays a critical role in facilitating
100 The English Threshold a grasp of the goals, accomplishments, and other aspects of the new curriculum. There is virtually little chance that the curriculum will be successful if socializing is unsuccessful. 1. Stakeholder needs analysis: conduct a study to analyze the needs and expectations of various stakeholders regarding future policies and curricula, including the views of practitioners, policy makers and the general public. 2. Evaluation of existing policies: conduct an in-depth evaluation of existing education policies to identify successes, weaknesses and challenges faced and provide recommendations for future improvements. 3. International comparative studies: conduct international comparative studies to understand education practices and policies in other countries and explore lessons learned for application in the local context. 4. Trend and future development analysis: identify future trends and developments in education, including the influence of technology, demographic changes and economic dynamics, and formulate policy and curriculum recommendations that are responsive to these changes.
The English Threshold 101 5. Impact studies and effectiveness evaluation: conduct comprehensive impact studies to evaluate the effectiveness of implemented policies and curricula, with a focus on achieving educational goals, equitable access and quality of learning. 6. Community participation in decision-making: examines how to increase community participation in decision-making processes related to education policy and curriculum and identifies strategies to strengthen their involvement in education development. 7. Curriculum change studies: study the process of curriculum change, including the identification of barriers and enabling factors, and explore effective strategies for implementing such changes. 8. Sustainability evaluation: assessing the sustainability of implemented education policies and curricula, including analysis of factors affecting long-term sustainability and suggestions for ensuring continuity of implementation. 9. Development of alternative policy and curriculum models: formulating and testing innovative alternative policy and curriculum models, including approaches that focus on skills-based learning, inclusiveness and educational equity. 10. Policy implementation studies: conducting in-depth studies of the policy and curriculum implementation
102 The English Threshold process, including the identification of factors that influence the success or failure of implementation, as well as lessons learned for future improvements. English is a communication tool that has a very important role. Many people learn English by majoring in English education. English education graduates are often associated with career prospects in the field of education or education, namely teaching the nation's successors. In this global era, English is the most widely spoken language in the world; it is the mother tongue of more than 400 million people; millions of people use it every day for work and social interactions; the language that heads of state use the most when they meet at international conferences. As a result, there will only be more and more developments in this country, starting with free trade and the growing number of foreign companies that have established themselves in Indonesia, which has led to the widespread use of international languages like English. Similarly, when people from different nations meet each other, English is the only language they speak. Studies show that a nation's ability to communicate in English is directly related to its level of development. A
The English Threshold 103 nation's culture may also shift by virtue of its inhabitants' initiative in seeking out reliable news sources, their boundless knowledge, and their propensity to discuss important issues with one another. English language competency and net income per capita are related, according to World Bank statistics from 2017. The income increases with skill level. This suggests that Indonesia has enormous potential for raising the caliber of its people resources' English. To raise the calibre of Indonesia's human resources, a significant strategy that raises awareness of English's status as the most extensively spoken foreign language worldwide is required. There are several methods for enhancing English language proficiency. The ease of use of technology combined with the growing competition in the for-profit education sector should present several chances for the future generation to elevate their own standards. The best teaching methods for pupils' development should be taken into account while choosing educational materials or aspiring instructors. It's also necessary to modify teaching strategies to fit Indonesian pupils' unique learning styles. It is envisaged that with careful curriculum analysis and design, English education would become more enjoyable for the following generation.
104 The English Threshold Envisioning the future of English education in Indonesia brings us to a deep contemplation of the desired direction in facing global challenges and opportunities. In the midst of the digital age and globalization, English is not only a means of communication, but also the key to access to knowledge, culture, and economic opportunities in an increasingly connected world. Therefore, English education in Indonesia must lead to the development of deep communication skills, strengthen cultural understanding, and promote global collaboration. The importance of technology in English language learning cannot be underestimated. The integration of technology in education allows for greater access to learning resources, interaction between foreign speakers, and an enjoyable and effective learning experience. By utilizing digital platforms, students can hone their language skills through simulating real-life situations, collaborating online, and accessing interactive learning resources. In addition, it is important to strengthen 21st century skills in Indonesian English curriculum. Critical thinking, creativity, collaboration and technology skills are important aspects that must be embedded in the learning process. A curriculum that integrates English learning with the development of 21st century skills will prepare
The English Threshold 105 students for success in an ever-changing and demanding world. Equally important is the role of qualified and skilled English teachers in shaping the future of English education in Indonesia. Well-trained and passionate teachers will be the prime movers in motivating and inspiring students. Therefore, supporting the professional development of English teachers through quality training, mentor programs, and experience exchange will be an important investment in improving the quality of English education. Furthermore, collaboration between educational institutions, government, industry and civil society is also key in shaping the future of English education in Indonesia. Support and cooperation from various parties will strengthen the English language education ecosystem, providing the resources, opportunities, and support needed to raise the standard of education. Awareness of the importance of English as a global communication tool must be instilled early on through formal and non-formal education. Education programs that provide equitable and quality access for all students, including in remote areas, will open the door of opportunity for future generations to compete globally. By building a strong foundation in English education, Indonesia will be able to produce a generation that is
106 The English Threshold skilled, open, and ready to face challenges and opportunities in an increasingly complex era of globalization. Envisioning the future of English education in Indonesia is the first step towards a vision of education that is inclusive, innovative, and globally competitive.
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The English Threshold 119 W. A. and Widodo, H. P. (eds), English Language Teaching Today, pp. 179-194. Wahyuningsih, S. (2018) CHALLENGES AND OPPORTUNITIES OF TEACHING ACADEMIC WRITING SKILLS: A CASE STUDY OF STUDENTS AT IAIN KUDUS, Jurnal Edulingua |. Xu, Z. (2016) 'Teaching academic writing in context', in Renandya, W. A. and Widodo, H. P. (eds), *English Language Teaching Today*, pp. 195-207. doi: [10.1007/978-3-319- 388342_14](https://doi.org/10.1007/978-3-319-38834- 2_14). York, T.T. et al. (2015) ‘Defining and Measuring Academic Success’, Practical Assessment, Research, and Evaluation, 20. Available at: https://doi.org/10.7275/hz5x-tx03. Zein, S. et al. (2020) ‘English language education in Indonesia: A review of research (2011-2019)’, Language Teaching, 53(4), pp. 491–523. Available at: https://doi.org/10.1017/S0261444820000208. https://www.nyc.gov/assets/ochia/downloads/pdf/cultural_sen sitivity_wkshp.pdf https://www.ef.co.id/englishfirst/kids/blog/pentingnya-belajarbahasa-inggris-untuk-masa-depan/
120 The English Threshold Zaenal graduated from Faculty of Tarbiyah at UIN Mataram. He is currently pursuing a Master's degree in English Education program at Yogyakarta State University (UNY). In addition, he actively involved in academic writing such as; article, book, essay, and opinion. He is extremely interest in online learning, English for young learners, research methodology, and English language teaching (ELT) research. He is an awardee of the Lembaga Pengelola Dana Pendidikan (LPDP). Jeffri Dian Andika was born in Purworejo, on 29th August 1993. Jeffri finished his bachelor degree in English education program from Semarang State University. Currently, the author is pursuing his master degree in Yogyakarta State University. He is interested in doing research about English for Young Learners and Differentiated Instruction.
The English Threshold 121 Nur Hidayati, a master student in English Education at Universitas Negeri Yogyakarta, expresses a strong interest in improving speaking skills for second language learners and promoting English teacher professionalism. Nur has been involved in the field of education since 2017. She has expertise teaching English at all grade levels, from elementary to high school. Additionally, she dedicates her time to teaching TOEFL preparation courses, focusing on enhancing students' proficiency in all sections of the exam, including speaking. Diyah Herawati is an Applied Linguistics student at Yogyakarta State University. She loves studying how language, culture, and education are connected. Having lived in Pesantren for years, she is interested in studying contrastive analysis between Arabic and English to produce applicable English language learning teaching materials for Pesantren. She wants her research in linguistics to help people understand language better and to make learning languages, especially English, easier for everyone.
122 The English Threshold Adalciza A. Ximenes finished her bachelor's from the English Study Program Faculty of Education at UNDANA Kupang. Currently, she is pursuing her Master's degree in English Education at Yogyakarta State University (UNY). Aside from being a master's student, she is interested in academic writing, including article, books, and essays. she received an award from the Indonesia Endowment Fund for Education (LPDP) for her master’s studies Britshy Rosanadya Huka, born and raised in Ambon City, was an undergraduate student at Yogyakarta State University who completed her master's level education. With a Bachelor's degree in English Education from Pattimura University, Britshy has always been passionate about literature and its power to inspire and develop English language education. Britshy was also a fully funded LPDP scholarship awardee to continue her studies at the master's level. She also had a career in the world of literacy after being named "Language Ambassador of Maluku Province in 2020," which was a national event. Based on her achievements, she also became a coworker with the Maluku Provincial Language Office.Her love for the world of literacy also led her to become a teaching volunteer who traveled to remote areas in Maluku Province to distribute education, especially in teaching reading and writing
The English Threshold 123 literacy to local children. Currently, apart from completing her education, she is also focused on becoming a content creator on social media in TikTok, which can be reached via the username @britshyhuka. Dinda Amelia was born in Cilacap and the last of two children. She earned her Bachelor of Education from Jenderal Soedirman University, in 2019. Currently, she is pursuing a Master's degree at Yogyakarta State University, majoring in Indonesian Language and Literature Education. Her interest in the world of language and literature has appeared since junior high school. Some of his works, such as Bintang Harapan, Untukmu yang Mencari Arti Sebuah Kehidupan, and several other scientific works were published at the undergraduate level. She is active as a scholar at Ponpes Al Barokah as well as a writer in the field of language and learning. Arni Nazira salah seorang mahasiswa di Universitas Negeri Yogyakarta, Jurusan Magister Pendidikan Bahasa Inggris. Selain sebagai mahasiswa Arni juga aktif dalam mengikuti kegiatan menulis buku. Sebelum penulis aktif sebagai mahasiswa, penulis aktif sebagai pengajar di beberapa institusi seperti Kumon (2022-2023), guru les private (2021-2023). Arni juga aktif mengajar di beberapa taman belajar seperti komunitas Alam daur dan taman baca
124 The English Threshold Insan Cita. Penulis sangat berharap semoga dengan kontribusi yang diberikan dalam Menyusun buku ini dapat memberikan manfaat kepada orang sekitar. Wilda Nur Mufliha completed her undergraduate education from the English language study program, Faculty of Language and Literature at Makassar State University [UNM] Makassar. And has also completed her Master's degree in English education at Yogyakarta State University. In addition, the author is also interested in the field of academic writing activities, including articles, and books.
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