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SEARCHING FOR AN APPROPRIATE EFL CURRICULUM DESIGN FOR THE INDONESIAN PLURALISTIC SOCIETY
Suwarsih Madya
TEFLIN Journal , 2007,
Abstract: The context of the teaching of English in Indonesia is indeed unique, leading to differences in the ease with which children have access to education. Those with great difficulty in accessing education have been and will be left behind by those without any or with little difficulty. Technology will certainly help in easing those in remote areas. The limited financial capacity, however, has made it impossible to have equity in educational access; the equity problem remains unsolved. Under such a complex environment, a more appropriate curriculum design should be sought. So far the same national standard has to be achieved by children. This paper explores possibilities of having a multi-standards English curriculum design aimed at providing every child to learn according to their abilities and rates of learning. A three-level standard curriculum is then proposed: the instrumental standard for highly advantaged children, the functional standard for those who are fairly advantaged, and the appreciative standard for those who are disadvantaged.
THE TEACHING OF EFL READING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART
Bambang Yudi Cahyono
TEFLIN Journal , 2006,
Abstract: : Skills in reading (and learning information from) texts written in English as a foreign language (EFL reading) constitute an important element of the establishment of English curriculum of secondary and tertiary schools (both English and non-English departments) in Indonesia. The need of the learners to be skilled in reading to learn has inspired EFL reading teachers or specialists to apply some techniques in the teaching of EFL reading and to investigate the effects of the techniques on improving Indonesian studentsa€ reading skills, as well as to examine various related aspects such as reading materials, reading strategies, and factors affecting reading comprehension. Our purpose in writing this article is to review recent development in the EFL reading pedagogy and research in Indonesia and to view it from the broader perspective on the theories of reading process and ESL/EFL reading instruction. Drawing on the results of this analysis, we will outline the current trends and recommend future direction in the EFL reading pedagogy and research in this country.
The Teaching of EFL Vocabulary in The Indonesian Context: The State of The Art
Bambang Yudi Cahyono,Utami Widiati
TEFLIN Journal , 2006,
Abstract: There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices.
The Teaching of EFL Vocabulary in the Indonesian Context: The State Of The Art
Bambang Yudi Cahyono,Utami Widiati
TEFLIN Journal , 2008,
Abstract: There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices
Superstructure Strategy: Do Indonesian EFL Learners Use It?
Evy C Ridwan
TEFLIN Journal , 1997,
Abstract: : This paper reports on a study conducted among Indonesian undergraduate students majoring in English as a Foreign Language (EFL). One strategy that learners generally use to understand the main ideas of an expository text is the superstructure strategy (i.e., utilizing the text structure to understand the main ideas). While research in English as First Language reading has demonstrated the benefit of using this strategy, little do we know whether Indonesian EFL learners use this strategy in reading and whether this strategy is beneficial to them or not. Two versions of an expository text were developed: One version had an explicit text structure, with the inclusion of discourse markers, to elicit learners to use the superstructure strategy; the other was without discourse markers. It was hypothesized that learners who read the version with an explicit text structure would utilize the superstructure strategy thereby comprehending main ideas better than those who read the other version. Additionally, to confirm the hypothesis learners were also asked to answer a questionnaire developed from O'Malley and Chamot (1993) followed by an interview to find out if EFL learners used other strategies to comprehend main ideas.
THE RHETORIC FEATURES OF ENGLISH AND INDONESIAN ESSAYS MADE BY EFL UNDERGRADUATE STUDENTS
Teguh Budiharso
TEFLIN Journal , 2006,
Abstract: This study was aimed at analyzing the similarities and differences between English and Indonesian essays made by EFL undergraduate students. The problems rise from the transfer of first language (L1) cultural conventions to second language (L2) performance. Three rhetorical aspects: general patterns of thought (linear or non-linear), development of ideas, and coherence were compared and analyzed by using content analysis. The results of the analysis showed that EFL students devoted similar rhetoric features in writing English and Indonesian essays. The rhetoric similarity was shared in the use of linearity and non-linearity of ideas, the development of ideas in the whole essays as well as the coherence quality.
Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform
Suwarsih Madya
TEFLIN Journal , 2002,
Abstract: : The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students' mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1) the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2) class size, (3) facilities and equipment, and (4) assessment and evaluation.
THE TEACHING OF EFL LISTENING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART
Bambang Yudi Cahyono
TEFLIN Journal , 2009,
Abstract: : The status of English as a foreign language (EFL) in Indonesia necessitates the use of English native speakersa€ utterances as models of pronunciation and as standard of understanding messages in various contexts, be they academic or social. As recently English has developed as an international language that can be used as a means of communication between people from non-English speaking countries, the role of listening activities in the teaching of English cannot be neglected. This article highlights the importance of listening and reviews some of the issues in the research and teaching of EFL listening. It firstly presents a paradigm of the listening process, followed by a theoretical framework for teaching listening, especially in the broader context of English language teaching. It then discusses the teaching of and research on EFL listening in Indonesia. Finally, this article outlines some recommendations for more effective teaching of listening in EFL classrooms.
EDUCATION POLICY AND EFL CURRICULUM IN INDONESIA: BETWEEN THE COMMITMENT TO COMPETENCE AND THE QUEST FOR HIGHER TEST SCORES
Anita Lie
TEFLIN Journal , 2007,
Abstract: Education policies and curricula provide the context and specific expectations that drive student learning and achievement towards a sustainable future. The underlying policies and practices in the EFL classrooms do not always match consistently. There is an emerging need to counterbalance the power of policymakers in ensuring that balanced, pedagogically sound education policies and EFL curriculum are produced, carried out, and monitored. As one of civil society organizations, TEFLIN is well positioned to serve that mission. TEFLIN may take the initiative to engage in the EFL curriculum review project, EFL curriculum design, and reform in EFL teacher education and certification.
Localization of the English Public Speaking Course in China’s EFL Curriculum  [cached]
Jiangbo Wan
Asian Social Science , 2012, DOI: 10.5539/ass.v9n1p94
Abstract: English Public Speaking has been introduced into China’s tertiary curriculum only very recently. Although similar to its Western counterpart in many ways, a number of crucial elements of this course have yet to be localized. Apart from being a communication course, it is intrinsically an EFL course which builds upon and extends other courses in the EFL curriculum. Accordingly, the teaching objectives and content should be localized and adapted to China’s status quo and students’ need. Then this article moves on suggesting some localized methods to instruct small classes as well as large classes. It suggests that the formative assessment be used to best elicit students’ reflection and progress and that a combined measure of quantitative-and-qualitative assessment, teacher-and-student assessment be used to achieve the best backwash. Last but not least, the article also introduces the potential research areas that can be explored in the years to come.
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