Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher’s journey in the Indonesian education system

Abstract

This article employs narrative inquiry to investigate the experiences of an English teacher, referred to as Dede (pseudonym), at a senior high school in West Java, Indonesia. The research question guiding this study is: ‘How does an English teacher in senior high school navigate and adapt his teaching approaches in response to curriculum changes in Indonesia?’ Using a semi-structured interview, this study provides a detailed analysis of Dede’s narratives to uncover the challenges faced by English educators in this setting and to highlight the sources of their motivation and dedication. The research focuses on four main themes: teaching journey; public versus private schools; curriculum stories; and policy and practice. The findings reveal the complex obstacles and dynamic changes in curriculum that English teachers navigate, offering valuable insights into the broader context of senior secondary education in Indonesia. By exploring Dede’s teaching path, this study contributes to the ongoing discussion of effective teaching strategies and the evolving landscape of English language education in West Java.

Introduction

Teaching has been one of the most highly desirable occupations in Indonesia (Chang et al., 2014). This trend is evident from the 2014 World Bank report, which indicated that almost three-quarters of higher education graduates working in the public services sector in Indonesia are employed in the education sector, mostly as teachers (World Bank, 2014). In the 1970s and 1980s, the Indonesian government undertook a significant expansion of the primary education system to improve access to education across the country. This effort was marked by the construction of tens of thousands of new primary schools from 1975 to 1987, which necessitated the rapid recruitment and training of hundreds of thousands of new teachers to staff these schools (Chang et al., 2014). The urgency to fill teaching positions led to the recruitment of individuals who had just completed their training at SPG (Sekolah Pendidikan Guru). SPG was a vocational upper secondary school program specifically designed to prepare students for careers as primary school teachers. These programs provided a 3-year training course that equipped future teachers with the necessary skills and knowledge to begin teaching immediately upon graduation (Jalal et al., 2009).

To address the teacher shortage, some primary schools took the unconventional step of recruiting university students majoring in English who had not yet graduated. These students, although still in the process of completing their education, were brought in to meet the immediate needs of the schools. This approach highlighted the acute demand for English teachers and the urgent measures taken to ensure that English instruction could be effectively implemented across the education system.

Following the 2005 Teacher Act, the number of students majoring in education in universities in Indonesia surged from 200,000 in 2005 to over one million in 2010 (Chang et al., 2014). However, the rapid expansion and the associated hiring practices highlighted several challenges, including the need for a more standardized and higher level of teacher education. By the late 1980s, it became clear that the educational landscape in Indonesia required teachers with more advanced qualifications to ensure a higher quality of education. In response, the Indonesian government enacted the 1989 Education Law, which raised the minimum educational requirement for primary school teachers to a 2-year diploma degree (D2). This new standard was intended to improve the overall competency and professionalism of teachers by ensuring they had a more substantial academic foundation and better pedagogical skills.

As a result of this legislative change, the SPG programs were phased out. The new requirement meant that individuals who aspired to become primary school teachers now needed to pursue higher education and obtain a D2 diploma, which typically involved more rigorous training and coursework compared to the SPG programs. This shift marked a significant transformation in the teacher education system in Indonesia, aiming to elevate the quality of teaching and, consequently, the quality of education received by students at the primary level.

In the 1990s, Indonesia recognized the growing importance of English as a global language and responded by introducing a policy that mandated English instruction starting from the first year of junior secondary school. Additionally, this policy permitted English to be taught as early as Year four in primary schools (Lauder, 2008; Zein, 2017). This policy shift was largely driven by societal pressures and the need to prepare students for the demands of globalization, where English proficiency was increasingly seen as essential for economic and social advancement (Zein, 2016).

The implementation of this policy led to a substantial increase in the demand for qualified English teachers. By the mid-2010s, the number of primary school English teachers had risen to 47,577, with 41,304 teaching in public primary schools and 6271 in private ones (Zein, 2016). The rapid increase in the need for English teachers was partly due to the integration of English into the primary school curriculum, reflecting the nation’s commitment to enhancing English language education from an earlier age.

The decision to introduce English instruction earlier in the education timeline was seen as a strategic move to build a stronger foundation in the language, thereby better preparing students for future academic and professional opportunities. It also underscored the Indonesian government’s recognition of English as a critical skill in the context of globalization, aiming to equip the younger generation with the tools necessary to compete and thrive in a globalized world. This period marked a significant shift in language education policy in Indonesia, with long-term implications for the country’s educational standards and its integration into the global community.

Teaching is a varied journey filled with diverse experiences, challenges, and substantial growth opportunities (Ladson-Billings, 2004). It is an individual path for each educator, influenced not just by instructional methods but also by personal narratives that intertwine with the professional domain. Teachers weave their identities, manage the difficulties of the classroom, and find inspiration in the quest for pedagogical excellence within the rich tapestry of storytelling. English teachers in the Indonesian state of West Java face a unique set of problems and opportunities in their effort to transmit language skills and promote global competencies.

In the field of education, English teachers play a crucial role in shaping the language skills and critical thinking abilities of their students. English teachers not only teach basic language mechanics, but also guide students in analysing and interpreting various texts, fostering creativity through writing, and developing effective communication skills in both oral and written forms. Through their expertise, English teachers create a learning environment that promotes active participation, encourages independent thinking, and nurtures a love for literature and language. English teachers are responsible for facilitating students’ understanding of English grammar, vocabulary, pronunciation, and sentence structure (Harmer, 2008).

Moreover, English teachers employ various teaching strategies to engage students in meaningful discussions and collaborative activities. These strategies include incorporating technology into the classroom, implementing real-life scenarios, and providing authentic materials to enhance language learning. In addition, English teachers are expected to incorporate critical thinking skills into their lessons, helping students analyse and evaluate information, think critically about different perspectives, and apply their knowledge to real-world situations (El Soufi and See, 2019). Overall, English teachers have a multifaceted role in the education system. They must not only possess a strong command of the English language, but also have the skills to effectively engage and inspire students to become lifelong learners (De Jong and Harper, 2005). English teachers have a significant impact on their students’ language skills and critical thinking abilities (Tuzlukova et al., 2017; Veliz and Veliz-Campos, 2019; Yuan, 2022). English teachers are essential in shaping students’ language skills and critical thinking abilities through various teaching strategies and creating a stimulating learning environment.

By implementing effective teaching strategies and creating a stimulating learning environment, English teachers can shape their students’ language skills and critical thinking abilities. English teachers play a crucial role in shaping their students’ language skills and critical thinking abilities. Through their dedication and expertise, English teachers empower students to become effective communicators and critical thinkers who can navigate and succeed in the complex world we live in today (Yuan et al., 2019).

English teachers have a multifaceted role in education as they are responsible for teaching language skills and integrating critical thinking into their lessons (Kubanyiova and Crookes, 2016). English teachers are instrumental in developing critical thinking skills through the teaching of language skills and creating opportunities for students to think critically and analyse information (Choy and Cheah, 2009).

Despite the global importance of English language education, there is a gap in the literature regarding how teachers in different cultural and educational contexts navigate these challenges. This study addresses this gap by exploring the experiences of an English teacher in West Java, providing insights that are both locally relevant and globally significant. Understanding the specific obstacles and strategies employed by teachers in this context can inform educational practices and policies in similar settings worldwide.

Narrative inquiry thus can be useful in unravelling the complexities of teaching and learning in the context of education, providing a nuanced perspective on the narratives that educators build in the classroom.

Narrative inquiry

Narrative inquiry is a way of understanding experience. It is collaboration between researcher and participants, over time, in a place or series of places, and in social interaction with milieus. An inquirer enters this matrix in the midst and progresses in the same spirit, concluding the inquiry still in the midst of living and telling, reliving and retelling, the stories of the experiences that made up people’s lives, both individual and social (Clandinin and Connelly, 2000: 20).

Teachers’ narrative inquiry is a sort of professional development in which teachers use narrative as a vehicle for inquiry, which can lead to various types of systematic examination and, ultimately, diverse outcomes for learning and growth (Golombek and Johnson, 2017). As a qualitative research method, narrative inquiry provides an appropriate framework for diving into these experiences. It recognizes the importance of tales as meaning-making tools, a medium through which people form their identities, and a means of sharing their understanding of the world around them.

Narrative inquiry, as a qualitative research methodology, has gained significance in educational research for its ability to reveal the complexities of individuals’ experiences, particularly in the field of teaching and learning (Huber et al., 2013; Kramp, 2003; Mertova and Webster, 2019). Researchers have identified stories and narratives as powerful instruments for sense-making and identity-building, allowing educators to reflect on and share their unique adventures inside the classroom (Connelly and Clandinin, 1990). In the field of educational research, narrative inquiry provides for a more in-depth knowledge of instructors’ lived experiences, relationships with students, and the dynamic character of pedagogy.

In educational research, the narrative turn has highlighted the importance of personal narratives in revealing the difficulties of teaching (Beauchamp and Thomas, 2009). Researchers have revealed insights about the issues educators face, the techniques they deploy, and the moments of transformation they experience by evaluating the tales that the teachers talk about their practice. As a result, narrative inquiry has emerged as an essential method for studying the complex landscape of education, transcending standard positivist paradigms, and embracing the subjective and contextual character of teaching and learning (Clandinin and Connelly, 2000).

The context of teaching English in Indonesia, and specifically in the province of West Java, presents a unique blend of challenges and opportunities. Indonesia, the world’s fourth most populous country, recognizes English as a critical language for global communication and economic development (Widodo, 2016). This recognition has fuelled efforts to enhance English language education across the nation, resulting in a diverse array of teaching contexts.

In West Java, where cultural diversity is a hallmark, English teachers find themselves at the intersection of traditional values and the need to prepare students for an increasingly interconnected world. The province’s senior secondary schools serve as pivotal settings for the acquisition of English language skills and the cultivation of global competencies (Zein et al., 2020). In such an environment, English teachers are confronted with a range of challenges, including large class sizes, limited resources, and the need to balance cultural sensitivity with international language standards.

Narratives of English teachers in Indonesia

The history of teachers in Indonesia is deeply intertwined with the nation’s broader historical and political developments. In the pre-colonial period, education was largely informal, rooted in local traditions and Islamic teachings, with religious scholars (kyai) serving as the primary educators in Islamic schools (pesantren). The Dutch colonial period introduced a formal education system aimed at creating an administrative class to assist in colonial governance. During this time, Indonesian teachers were primarily trained to impart basic literacy and arithmetic, often using Dutch or Malay as the medium of instruction.

Post-independence, Indonesia established a national education system focused on expanding access to education and improving literacy rates. This period saw the establishment of teacher training colleges (IKIP) to meet the growing demand for trained educators. The Reformation era, beginning with the fall of Suharto in 1998, brought significant changes, including the decentralization of educational responsibilities to local governments to enhance efficiency and responsiveness to local needs. Despite ongoing challenges, such as disparities in teacher quality and distribution, contemporary reforms continue to focus on teacher certification and professional development.

Parallel to the general history of teaching in Indonesia, the development of English teachers has followed its own trajectory. Initially introduced during the colonial period, English education was limited to elite schools. It wasn’t until the 1950s and 1960s that English began to be widely taught in public secondary schools, driven by the government’s recognition of its importance for global communication and economic development. Despite significant progress, the journey of English language education in Indonesia continues to face challenges, including the uneven distribution of qualified teachers and varying levels of English proficiency among students. Innovations, such as digital learning tools and online resources, are being explored to further enhance the effectiveness of English teaching. This integrated history of general and English teaching in Indonesia reflects the country’s ongoing efforts to adapt its educational system to meet both national and global demands.

Within the Indonesian context, narratives of English teachers have begun to emerge as valuable sources of insight into the profession (Cirocki and Farrell, 2019). These narratives provide a platform for educators to reflect on the strategies they employ to navigate the intricate dynamics of the classroom and the broader sociocultural landscape. They offer glimpses into the personal and professional growth of teachers, the impact of contextual factors, and the strategies employed to foster language acquisition (Manara, 2012).

Narrative research conducted in Indonesia has uncovered themes related to the significance of teacher enthusiasm and dedication (Wijaya, 2022), the challenges associated with language proficiency (Nartiningrum and Nugroho, 2020), and the role of professional development in enhancing pedagogical practices (Cirocki and Farrell, 2019). These studies underscore the potential for narrative inquiry to enrich our understanding of the experiences and identities of English educators in Indonesia.

In this narrative inquiry, I aim to contribute to this growing body of knowledge by exploring the personal narratives of an English teacher in West Java, a region characterized by its cultural diversity and dynamic educational landscape. I seek to shed light on the challenges and joys of teaching English in this unique context, while also considering the broader implications for teacher professional development and identity formation.

This narrative inquiry embarks on a journey into the lived experiences of an English teacher in West Java, Indonesia. These narratives offer a unique lens through which I can examine the intersection of professional development, cultural context, and identity formation in education. In the following pages, I explore the English teacher’s journey, one that reflects the broader narratives of educators in West Java and beyond. Through an examination of his stories of teaching, the challenges he confronts, and the moments that ignite his passion, I endeavour to contribute to the growing body of knowledge on educational experiences in diverse cultural settings. Moreover, this narrative inquiry underscores the importance of narrative-based research in shaping educational practices and informing professional development initiatives. The research question of this study is: ‘How does an English teacher in senior high school navigate and adapt his teaching approaches in response to curriculum changes in Indonesia?’

Methodology

‘People live storied lives. They tell stories to share their lives with others and to provide their personal accounts about classrooms, schools, educational issues, and the settings in which they work. When people tell stories to researchers, they feel listened to, and their information brings researchers closer to the actual practice of education. Thus, stories reported in qualitative narrative research enrich the lives of both the researcher and the participant’ (Creswell, 2019: 512).

Research design

This study employs a narrative inquiry approach to explore the lived experiences of an English teacher in West Java, Indonesia. Narrative inquiry is a qualitative research methodology that allows for the in-depth examination of personal narratives, enabling researchers to gain insight into the complexities of individuals’ experiences and the meanings they construct (Clandinin and Connelly, 2000). In this context, narrative inquiry serves as a valuable tool for unravelling the multifaceted journey of teaching English in West Java’s senior secondary schools.

Participants

The primary participant in this narrative inquiry is an experienced English teacher currently teaching at a senior secondary school in West Java. Purposive sampling was employed to select this participant due to his extensive experience and willingness to share his narratives. Such sampling means ‘sampling which has a specific purpose aligned to the goals of the investigation’ (Newby, 2014: 667). The participant’s consent was obtained after providing a clear explanation of the study’s objectives, procedures, and the ethical considerations involved.

Data collection

The primary method of data collection was a semi-structured, in-depth interview with a teacher who had been teaching English subject for over 30 years. As it is semi-structured, it allows the course of the participant’s response to drive the direction of the interview. A set of potential questions is prepared to keep the flow of the interview right on the track but explore deeper into subjects (Cohen et al., 2018). The interview questions were designed to elicit detailed accounts of the teacher’s experiences, challenges, and moments of enthusiasm in his teaching journey. The interview also explored the teacher’s perspectives on professional development and identity formation in the context of teaching English in West Java. The interview was audio-recorded with the participant’s consent and subsequently transcribed verbatim. Field notes were also taken to document non-verbal cues and contextual factors that might enrich the understanding of the narratives.

The primary method of data collection was a semi-structured, in-depth interview with a teacher who had been teaching English for over 30 years. The semi-structured format was chosen to allow the participant’s responses to guide the direction of the interview, ensuring flexibility while maintaining a coherent structure. This approach aligns with the recommendations of Cohen et al. (2018), which suggest that semi-structured interviews are effective for exploring complex, nuanced topics and for eliciting rich, detailed data. This design was selected because it balances the need for flexibility, which allows for the exploration of new topics that emerge during the conversation, with the need for a structured approach to ensure comprehensive coverage of the research topics.

The participant was selected based on their extensive experience teaching English in West Java, ensuring they could provide deep insights into the educational context and professional development over time. Purposive sampling was used to select the participant, as this method is appropriate for qualitative research where specific, informed perspectives are sought. The teacher was interviewed once lasting approximately 70 min. To maintain the flow of the interview while allowing for deeper exploration of subjects, a set of potential questions was prepared.

The interview questions were designed to elicit detailed accounts of the teacher’s experiences, challenges, and moments of enthusiasm in his teaching journey. Questions included prompts like: ‘Can you describe your journey and experiences in teaching English over the past 30 years?’, ‘What have been the most significant challenges you have faced in your career?’, and ‘How have you seen professional development opportunities evolve during your career?’. These questions aimed to uncover the participant’s perspectives on professional development and identity formation in the context of teaching English in West Java.

During the interview process, the interviews were audio-recorded with the participant’s consent and subsequently transcribed verbatim. Field notes were also taken to capture non-verbal cues and contextual factors that might enrich the understanding of the narratives. In the Indonesian context, no ethical approval is required before conducting a research study. Thus, no ethical guidelines were carefully followed throughout the study. Oral informed consent was obtained from the participant, outlining the study’s purpose, procedures, and their rights, including confidentiality and the right to withdraw at any time. The participant’s identity was anonymized in all documents and reports, and data was securely stored to protect their privacy.

Data analysis

Thematic analysis was employed as the primary methodological approach to analyse the collected data in this study. Thematic analysis is a widely utilized qualitative research technique that involves systematically identifying, analysing, and reporting patterns or themes within the data. This method allowed for a comprehensive exploration of the rich and diverse perspectives provided by the participants. Initially, the researchers familiarized themselves with the data by carefully reading and re-reading the transcript. Following this, codes were systematically applied to segments of the data that represented significant ideas, concepts, or patterns. These codes were then organized into broader themes, which captured recurring patterns or concepts across the dataset. Through an iterative process of reviewing and refining the themes, the researchers gained deeper insights into the key issues and phenomena under investigation. Ultimately, thematic analysis facilitated a rigorous and systematic exploration of the data, enabling the researchers to generate meaningful interpretations and insights relevant to the research objectives.

Findings and discussion

In this section, I present, interpret, and discuss the findings derived from our study. I explore how the research question aligns with the recurring themes that have surfaced throughout our investigation. Qualitative methodology offers the strength of generating discussions that are grounded in the collected data. Therefore, in this study, I merge the findings with discussions to reinforce the interpretations and significance extracted from the data. This approach aims to provide a comprehensive understanding of the research outcomes. Four themes presented and discussed in this study are: teaching journey, public versus private schools; curriculum stories; and policy and practice.

Teaching journey

Dede was born in Cianjur, in 1963. Growing up in a society whose vocation mostly was teachers, Dede decided to study at Sekolah Pendidikan Guru (SPG, a vocational upper secondary school offering 3 years of primary teaching training). The students who graduated from the SPG would be appointed directly to be primary teachers including Dede. He became a primary school teacher in a border area between Cianjur, Bandung and Garut. However, the situation put him into a dilemma as at the same he was studying at D3 English language in IKIP Bandung (now known as UPI). Juggling his academic pursuits and career, Dede found it difficult to do both at the same time. As he progressed to the second year of his diploma, the toll on his academic performance became apparent. The back-and-forth between his studies and teaching commitments took its toll. Ultimately, the allure of continued learning won, and Dede embarked on a journey to graduate from IKIP Bandung with a D3.

In the year 1986, Dede found himself teaching at a junior high school, earning an honorary status while awaiting to be a civil servant. For nearly a year, he imparted his knowledge in English at a Junior High School in his local area. Then, like a decree from destiny, an appointment came in 1987, leading Dede straight to a city in West, Java. The unfamiliarity of the new surroundings did not deter him. With dedication in his heart and a passion for teaching, he ventured to SMP one in that city, marking the next chapter in his historical vocation.

During the interview, Dede expressed why he decided that teaching English as his vocation:

“Initially, life is all about choices. Since I lived in a teacher’s dormitory in my village, surrounded by educators, it naturally influenced my path. I attended the Teacher’s Training School (SPG) and had already experienced teaching at an elementary school level. Back then, becoming a civil servant (PNS) was relatively easy; I took the PNS exam twice and passed both times effortlessly. While I was also accepted into the Vocational High School (SPM), I ultimately chose to attend SPG. During my time at SPG, I discovered my affinity for English. Even in junior high school (SMP), I had a good grasp of the English language and enjoyed it immensely. However, English instruction at SPG was limited since the focus was primarily on general teaching skills. Despite this, my enthusiasm for English persisted, and I organized activities like English study groups and meetings to practice the language. Moreover, we had practicum teachers from various places who taught English at SPG, which further piqued my interest. This exposure fueled my passion for English and motivated me to continue pursuing it. Given the limited opportunities to advance to higher education from SPG, I feel fortunate to have made it. My journey into English teaching was driven by this passion and the influences from my early educational environment.”

The statement above indicates that Dede’s career choice was significantly influenced by his upbringing. In Indonesia, family and community are central to an individual’s upbringing. Growing up in a family of educators or in a community where teaching is a respected profession can profoundly influence career choices. The individual’s story reflects this, as living in a teacher’s dormitory and being surrounded by educators created a natural inclination towards the teaching profession. Having role models within the family or community who are teachers can inspire young individuals to follow in their footsteps. These role models provide first-hand insight into the profession and its societal impact, instilling a sense of respect and aspiration for teaching. In the case mentioned, the presence of teachers in the immediate environment served as both inspiration and guidance, steering the individual towards a teaching career. He later expressed his motivation to teach during the interview:

“In one classroom, there are about forty students. So I have taught so many students. I considered it as a good deed for me. I am a Muslim. I want to deliver some religious mission, to do dawah. It’s different when I teach in a cramming school where I only deliver materials without teaching any attitude. Here, I can also teach religious lessons and good characters”.

Public versus private schools

Filmer and Lindauer (2001: 189) claimed that ‘government officials and policy analysts maintain that Indonesia’s civil servants are poorly paid, and have been for decades’. To make ends meet, as the salary for civil servant teachers in the past was very low, Dede must also teach in the private sector. Though salary of the civil servant teacher is relatively high, the salary is considered ‘low compared with other occupations and teachers in neighbouring countries’ (Suryani, 2021: 72).

In the interview, Dede compared his experiences teaching at public and private schools:

“I taught at private schools too, and while private education is the same in principle, there have been significant changes over time. In the past, many private schools were considered substandard, often thought of as places for “discarded” students. I once faced threats from students; the stricter I was, the more aggressive they became. I even encountered physical confrontations.”

Dede’s story also showed a darker era when the use of machetes for fighting between students from competing private schools was distressingly frequent. The frightening time when disagreements between students and students were physical, frequently happening and there were life casualties. He said,

I used to confiscate machetes, motor gears attached to belts from the students. It was used for brawls. There were even some students who was taken to the police station. Their parents cried to me asking them to be sent home.

Teaching in the private sector reveals a dichotomy as inequality of education between the poor and the rich remain problematic in Indonesia. (Kurniawati et al., 2018: 187) concluded that ‘public schools are the preferred choice relative to private schools’. Even though Indonesian government has provided school grant for their citizen and led the school fee is waived, there are still illegal levies required by the schools (Sukasni and Efendy, 2017). The unnerving presence of many ‘rejected’ in the private schools and the labelling is reminiscent of the past, a terrible reality. Dede confronted threats and fight with students. He needs to be persevered despite the echo of prospective confrontations in the schools.

As the demands of private schools are increasing, rivalry between public and state schools is inevitable leading to the increased frequency of mass fighting (Kadir, 2012). A strong memory also emerges from Dede’s time as a teacher in private schools, where he dealt with students’ juvenile attitudes. A student who was addicted by drugs, for example, or those who tried to harm the teacher. In his work, Soedjono (2004) aptly characterized drug abuse as ‘organized crime’ in Indonesia exerting significant influence, particularly on youth. The competence gap between public and low-cost private schools in Indonesia is then inevitable (Puspitasari and Pelawi, 2023).

Dede’s experiences in the private sector underscore the challenges educators face, including the historical presence of low-cost private schools that the students must be the rejected students to participate in public high schools. There are threats of violence must be faced by teachers in those schools. These challenges have direct implications for teaching practices and the overall learning atmosphere. The narrative prompts reflection on the broader issue of safety and stability in private educational institutions. The use of punishment as a form of discipline is not a new phenomenon worldwide including in Indonesia. School violence is against the law, yet the violence performed by students or teachers at school is still relatively high in the country (Windari et al., 2021).

Despite many bitter pasts, the foundation of his teaching expertise remains exceptional. From the moment he entered the field of teaching to the end of his career, he has found consolation and purpose. He said, ‘teaching is the opportunity for me to do good deeds, to spread life lesson to the community’. Even as his retirement time approaches, the desire to educate burns within, tempered only by the limitations of age. Dede’s choice to become a teacher echoed similar reason participated in (Suryani, 2017) study with student teachers at four higher education institutions in Indonesia. They believed that teaching is a profession that can allow ‘an opportunity to provide a service to society’ (p. 80).

Curriculum stories

Dede’s dedication to professional growth was evidenced by a multitude of certificates, each of which attested to his frequent attendance at Training of Trainers (TOT) seminars and workshops. The first time was in the year was 1988 when Sanggar Pemantapan Kerja Guru (SPKG, the development of Pemantapan Kerja Guru in 1980s) activities unfolded at the school. SPKG aimed to promote teaching methodology and resources quickly and at a low cost (Thair and Treagust, 2003). Dede eagerly took part in the Pelita project, a venture deeply rooted in Curriculum 87. The training, held in Bogor, introduced the concept of In-service and On-service education. Each day, teachers gathered, guided by instructors in a system that lacked the modern convenience of computers despite the highly motivated teachers who joined the programs. This meticulous preparation marked the beginning of 1988, as he swiftly distributed the materials to motivate the students, laying the foundation for a year filled with SPKG activities.

As Dede had been teaching since 1989, he had experienced several changes of curriculum:

“In 1987, there was a project called Pelita. The project created a curriculum called 87 curriculum,… and then years later it was changed into competence based curriculum…then 97 curriculum, 2013 curriculum and now Merdeka curriculum”.

In 1990, a supplement to the 1994 Curriculum was introduced, demonstrating the always changing landscape of curricula. Within a short time, the curriculum got changed from Curriculum 1994 to the Competency-Based Curriculum (KBK). The curriculum focuses on ‘developing the ability to perform tasks according to established performance standards, which can enable learners to feel the results of mastery over a particular set of competencies’ (Oktavia et al., 2023: 112). As the years passed, Dede stayed at the vanguard of educational growth, taking part in socialization events around Bandung. He started training in distant places and eventually became a national instructor, participating in workshops and influencing educational procedures. However, not long after, the change comes again.

As the educational experience extended to Curriculum 2013, Dede found himself not only participating but also creating modules. He worked in learning groups with other educators to develop modules for English teachers. However, in an unexpected turn of events, the module, which had previously been a cornerstone for top-performing teachers, appeared to fade away as the curricula also changed again with the new minister. Dede shared his views about the change, ‘Sometimes there are some curricula that are just name changes. In fact, in terms of substance, they remain the same’.

The choice of teaching methods plays a crucial role in shaping students’ learning experiences and motivation in the classroom. Engaging and interactive teaching methods, such as hands-on activities, group discussions, and multimedia presentations, have been shown to enhance students’ understanding and retention of course material. Granbom and Granbom (2019) indicated in their two focus group discussions with students shared similar perception. They believed that variation of learning activities increased their motivation to learn the subject. These activities might foster active participation and collaboration among students, promoting deeper learning and critical thinking skills.

Conversely, traditional teacher-centred approaches may lead to passive learning and disengagement among students (Serin, 2018). By incorporating diverse teaching strategies that cater to different learning styles and preferences, educators can create a dynamic and stimulating learning environment that motivates students to actively engage with the subject matter and take ownership of their learning journey. In Dede’s classroom, variation of teaching method is the spice that makes the learning experience interesting. He sometimes described it as amusing games, which added a sense of humour to the practice.

Dede’s adaptable teaching approaches, encompassing games, institutional stories, and student-created activities, showcase a dynamic response to diverse learning situations. The effectiveness of these strategies in engaging students and cultivating a positive learning environment is noteworthy. This flexibility aligns with contemporary educational theories emphasizing student-centred learning. Learning loss caused by the COVID-19 pandemic led the Indonesian government to enact a new model of a curriculum called Kurikulum Merdeka (Pratikno et al., 2022). Since it declared its independence in 1945, Indonesia has changed its curriculum in the education system about 10 times. The change itself is usually related to ‘the needs identified by the government in power at the time, based on their political ideology, and related to perceived economic and social priorities’ (Puspitasari, 2020: 8). The influence of ministerial changes on curriculum alterations is evident, reflecting an experimental approach to education. The lack of permanence in these initiatives raises questions about the development of a consistent and effective educational policy. The narrative suggests the need for a more stable and well-defined curriculum framework.

Despite the ebb and flow of educational reforms, Dede’s dedication to growth and development remained unwavering, leaving a legacy of adaptation, passion, and a quest for knowledge that extended beyond the pages of certificates and modules. In the tapestry of his teaching career, the shifting names of curricular components are simply brushstrokes that mask the immovable substance underneath. It is a voyage of transmitting knowledge, of training young brains not just to understand words but also to develop a true enthusiasm for studying. The key is to pique their interest; for a child who is already intrigued, the path to knowledge flows naturally. Priestley et al. (2015) propose that the students should be involved to create or adopt the curriculum.

Policy and practice

The uncertainty surrounding the fate of teacher education continued, leaving Dede and his colleagues in suspense. In essence, the everchanging environment of education in Indonesia has been marked by a certain transience, with ministerial transfers frequently signalling curriculum changes. Occasionally, foreign approaches, such as the Japanese-inspired lesson study or Australian practices described by Dede, were introduced into the Indonesian educational framework as experimental efforts. However, these advances were frequently transitory, remaining as incomplete initiatives, leaving the educational system without a clear policy direction.

He said,

“There is an Indonesian saying, ‘changing minister (of Education) means changing the curriculum. And sometimes schools are used as experiments. There was a staff from the Ministry who was assigned to Japan, then he tried to apply Japanese lesson study. Then someone came home from Australia, then he brought Australian education system and tested it in Indonesia. But the project is never permanent. So, we don’t yet have a clear policy direction.”

It then becomes clear that the search for a consistent policy direction in education continues. The experimental nature of incorporating foreign practices, changing terminology, and changing curriculum represent a dynamic landscape that has yet to reach a stable equilibrium. The difficulties that educators experience in adjusting to these changes highlight the need for a more coherent and long-term policy framework to lead Indonesia’s educational future. Until then, the educational journey remains a play on words, a complicated interplay of exploration and adaptation in quest of a long-term and meaningful direction. Mukminin et al. (2019: 63) suggested what teachers and students should do to adopt the curriculum changes when:

“adjustments of curriculum and instruction to the uniqueness and various needs of students from various cultural, ethnic, and social-class groups but also to provide students with critical thinking, giving students various perspectives or ways of viewing issues and problems or seeing the globe (critical pedagogy)”.

Granziera et al. (2016: 60) claim that ‘teaching is characterised by constant change, and occurs in a dynamic and unpredictable environment’. There is thus no use of changing ever changing policies or curriculum. What we need is ever changing teachers. Teachers that able to maintain the best teaching in the changing environment, condition and time. A good policy or curriculum with less experienced will not ever be able to create good education. A bad policy or curriculum with great teachers sometimes is able to create good education. It is the teacher who needs to prepare for ever changing condition. The need is to teach the teacher to adapt on environment, condition and time.

Conclusion

Dede’s experience highlights the changes and challenges in teaching English at senior secondary school in the Indonesian context. Through narrative inquiry, Dede has shed light on the adaptability of teaching approaches and the challenges of instructing students. Quality education, understood as the provisioning of comprehensive social capital resources, assists pupils emotionally, cognitively, spiritually, and physically to develop a disposition for social and economic mobility, based on preparedness for a specific position in a multidimensional social space. Dede’s experiences reflect broader challenges faced by many teachers in West Java and similar contexts. While his specific struggles as an English teacher are significant, many of these challenges, such as the lack of resources and support, are common across different subjects and educational levels. This study, therefore, not only highlights the unique aspects of teaching English but also situates Dede’s story within the larger context of the Indonesian education system, where systemic issues affect educators regardless of their specializations.

Given the narrative’s consequences, future concerns should centre on constructing a stable and consistent educational system. This could entail comprehensive policy assessments, enhanced coordination among educational stakeholders, and a dedication to long-term policies that outlast ministerial changes. Dede’s narrative journey reveals important insights into the difficulties of Indonesia’s education system. The discussion includes the need for adaptability, issues in the private sector, the influence of changing curricula, the stability of specific teaching methods, the consequences of evolving terminologies, and the importance of having a clear policy direction. Moving forward, tackling these concerns will be critical to developing Indonesia’s robust and effective educational system.

Through Dede’s narrative, this research provides valuable insights into the broader context of senior secondary education in Indonesia. It contributes to the ongoing global discussion on effective teaching strategies and the evolving landscape of English language education. By addressing the challenges and successes of an English teacher in West Java, this study offers a nuanced perspective on the dynamic interplay between curriculum changes and teaching practices, which can inform and inspire educators worldwide.