Peringkat keprihatinan dan tahap penggunaan komunikatif guru dalam pelaksanaan kurikulum Bahasa Inggeris berasaskan sekolah

Abstract

This study is conducted to identify the dominant stage of concern and level of use of teachers’ communicative approach; to determine demographic differences of demographics (gender, education, training, years of experience) in teachers' concerns and level of use of communicative approach and to identify the impact of the Stage of Concern towards the level of use of communicative approach in implementing English School Based Curriculum (ESBC). This study also aims at identifying changes made by the teachers in implementing ESBC, challenges to the process of changes and how the teachers carry them out. This study employs twodimensions of Concern Based Adaption Model, Stage of Concerns and Levels of Use. This research involves mixed quantitative qualitative methods. All English teachers in Jeneponto district (n=89) were involved in quantitative research. Purposive random sampling was used in the qualitative method in order to determine twelve teachers for interviews. Data were collected using two methods including questionnaire and semi-structured interview. Quantitative data were collected using demography questionnaire, stage of concern questionnaire and self-assessment of level of use of communicative approach. One-way ANOVA test was utilised to analyze the quantitative data , and thematic analysis was used to analyzed qualitative data. Results showed that the highest stage of teachers’ concern is in stage 3 (Management) followed by stage 5 (collaboration). The highest level of use of communicative approach is level 4 (routine) followed by level 3 (mechanical). There were significant differences between gender, education and training towards teachers’ stage of concern but not for years of teaching. There were significant differences between gender and years of teaching in the level of use of communicative approach whereas no significant differences were found in education level. There is positive relation between teachers’ stage of concern and level of use of communicative approach ((r)=0.36). Most teachers understand and have a high motivation to engage in developing ESBC, create lesson plans, use English in the learning and use the assessment process. The result of the study shows that the involvement of teachers in planning and implementing ESBC should be increased.