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In addition, she critically compared the old and the new curricula by saying:
Actually Curriculum 1994 is good, because we promote communicative approach in which we have to communicate in English as much as
possible in class, not all the time. Now the latest curriculum is, I think, a kind of combination of communicative approach and text-based or genre-
based approach. Because they have different philosophical background, we as teachers should be very creative enough in mixing two kind of
ingredient to be the best one to reach the goal of teaching and learning English Dewi
– interview. She also emphasized the important roles of a teacher in the implementation of
the new curriculum by saying that:
So far, what I see actually it must be focused on students, because we will think about students learning, learner centre, and so on and so on. But the
students cannot do anything without the facilitator, and we are as English teachers are facilitators. What I want to say is no matter what the
curriculum is, as English teacher I have to facilitate our students to speak English, to listen, to improve their four skills, yes so that when they have
to write something they can do their best Dewi
– interview.
5.2.1.2.3 The contribution of CBIT
In responding to the question about the contribution of CBIT to her teaching, Dewi said that it was between five or six on a ten-point scale. However, she was
somewhat skeptical in commenting on the materials presenting in the training.
CBIT, okay. It seems still about the text itself. When I am teaching in the class, as we know in the training, we have to fulfill four steps, BKOF and
so on and so on, in my opinion it is not a must. It depends on the students, at the beginning may be yes, we have to build knowledge of the field
about the text itself, and then MOT and so on and so on. But to me, after my students know that, I will skip directly to the modeling. And in the
modeling it is not only, err.. what is it, constructing the text. I also use deconstructing the text Dewi
– interview.
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5.2.1.2.4 School and collegial support
Dewi said that she got full support from both the school and colleagues. For example, she obtained most of the facilities she needed to conduct instruction
and the school also facilitated her opportunities to attend professional programs that were conducted regularly either in the district or the province. These also
included support in decision making related to teaching practices in the classroom and in using the school facilities. In terms of her English teaching,
she pointed out the support from her colleagues when she implemented a new approach in teaching.
Yes, in terms of English teaching, at first only me that implemented the approach, ah not approach but techniques by doing role plays and drama.
At first I found difficulties in making my colleagues understand that language class must be noisy. At first, but now it is getting better and
better, even the other subjects follow what I did Dewi
– interview.
5.2.1.3 Dewi ’s classroom practices
