ABSTRACT
This study examines the social and cultural contexts, and factors of global and local sources, which influence teacher preparation and which may serve to impede or facilitate the training of public and private school English teachers at the ―University of Banten,‖ in Serang, Indonesia. A central question of the ethnographic case study is how, and to what extent professors are modeling and encouraging active-learning methods in the students‘ English and Education courses in response to decentralization reforms. The specific focus is on student-teacher preparation pedagogically and instructionally, knowledge of curriculum utilization and development in relation to Indonesian decentralization policy, and the Competency-Based Curriculum (CBC-KTSP) standards for English instruction, the PAKEM Active Learning methods, and the Local Content Curriculum (LCC). Uniquely, it examines English and teacher-training responses representative of the realities of localization and globalization, and is concerned with increased levels of teacher autonomy and decision-making in contemporary Indonesia. The study also explores the implementation of decentralization and English instruction, and how past center-periphery cultural and political traditions affect response to educational reforms.
A discussion of theories of educational decentralization builds a framework for situating the present contexts of Indonesian education reform in order to identify specific challenges which impact English teacher preparation and the knowledge and implementation of contemporary decentralization of education policies. The knowledge and implementation of the Competency-Based Curriculum (CBC-KTSP) curriculum and instructional standards for English instruction, the concept and implementation of PAKEM Active Learning methods, and the Local Content Curriculum (LCC), which represent major elements of decentralization policy, autonomy, and self-motivation for learning, were explored thematically through ethnographic analysis. The analysis and discussion follow in-depth accounts of professors, teachers and students at the campus
over 10 months and provides extensive and diverse evidence of dynamic responses to policy changes. Lecturers and teachers were well informed about and engaged in the implementation of current decentralization of education reforms, including the integration of the CBC curriculum standards with active learning methods in instruction, and the development and implementation of Local Content Curriculum courses. Global influences generally were not viewed as threatening to local, traditional cultural teaching practices, but as potentially advantageous means for improving schooling.
Keywords: Decentralization, Globalization, English education, Indonesian education, Teacher training.
TABLE OF CONTENTS
List of Tables-vii
List of Figures-viii
List of Acronyms and Abbreviations-ix
Abstract-x
Chapter One: Introduction-1
Statement of the Problem-3
Research Purpose and Rationale-7
Research Questions- 9
Relevancy and Significance of the Study -10
Limitations of the Study- 12
Summary-14
Chapter Two: Conceptual Framework & Review of Literature-17
Introduction -17
Context of Education Reform in Indonesia-17
Competency-Based Curriculum-18
English in Indonesian Schools-19
English Teacher Training in Indonesia- 23
Higher Education and the University of Banten-28
Decentralization of Education in Indonesia and Development of the Local Content
Curriculum and PAKEM Active Learning Policies-29
Decentralization of Education Theory-30
Deconcentration or Decentralization? -33
Literature on Decentralization in Indonesia-35
Policy Implementation Theory-42
Local Content Curriculum -42
PAKEM: ―Active, Creative, Effective and Joyful Learning‖-46
The Global-Local Debate: Implications for Education Policy Implementation in
Indonesia-51
Conclusion- 64
Chapter Three: Research Methodologyand Design- 66
Introduction & Research Questions - 66
Practical Assumptions of the Study- 68
Theoretical Framework: Ethnography and Case Study Research Paradigms-68
Ethnography- 69
Case Study- 70
Research Design -72
Access of Site and Participants-72
Data Collection -75
Interviews and field work -76
Document Analysis & Personal Journal -77
Data Analysis -78
Organizing and Coding Data -78
Generating Categories, Themes and Patterns-79
Reliability and Generalizability-79
Credibility and Ethical Treatment of Participants-81
Report and Summary -81
Chapter Four: Global, State and Local Influences on Educational Development in
Banten in the Context of Decentralization..-83
Setting and Key Players.-83
Overview of the Study-.86
Setting: The University of Banten Campus-88
Data Collection and Analysis-89
BiographicalPortraits-91
The University of Banten Teacher Training Faculty (FKIP) & English Education
Program-100
CRITICAL EVENT: FKIP Program of Study Meeting, January 8-102
Globalization and Language: Influences on Learning and Teaching English at
the University of Banten-104
Learning English in Banten, Indonesia-105
Being and Becoming an English Teacher in Banten, Indonesia-113
CRITICAL EVENT: The Millennium Development Goals Conference-121
Decentralization and the Continuing Paradox of State Influence on Teaching-126
State Control over Certification: Civil-Service Teachers-128
Knowledge and Instruction of the CBC-KTSP Standards-136
State Influence on Teaching Methods: Active Learning (PAKEM)-153
CRITICAL EVENT: The English Student Association (ESA) Carnival and The English
Debate Club (EDC)-162
Local Influence? Knowledge and Instruction of the Local Content Curriculum-172
Chapter Review-187
Chapter Five: The Harmonization of Global, State and Local Influences on
Decentralized Education in Banten.-190
Summary of Findings-193
Implications-210
Areas for Future Research-214
References -217
Appendices -226
Biographical Sketch-234
