the policy of elt in indonesia: opportunities and …
TRANSCRIPT
THE POLICY OF ELT IN
INDONESIA: OPPORTUNITIES
AND CHALLENGES
JOKO NURKAMTO
UNIVERSITAS SEBELAS MARET
PRESENTATION OUTLINE
1. Introduction
2. Learning hour
3. Learning process
4. Obstacles
5. Implication
THE MEANING OF CURRICULUM
Curriculum is a set of plans and blueprints
for students’ learning outcomes, teaching
materials, teaching methodology, and
assessments to achieve certain educational
purposes (Law No 20/2003).
THE DEVELOPMENT OF
CURRICULUM IN INDONESIA
1. 1975
2. 1984
3. 1994
4. 2004
5. 2013
RATIONALE FOR THE DEVELOPMENT
OF 2013 CURRICULUM
1. Internal challenge: It is hoped that the abundance
(approximately 70%) of Human Resources (HR) of a
productive age (15-64 years) can be transformed to
become Human Resources with competency through
education.
2. External challenge: Indonesia’s involvement in global
intercommunication requires Indonesians to have the
necessary skills to communicate and negotiate with
people of other countries.
3. Perfecting the mind-set: The 2013 curriculum is
designed to strengthen systems of independent learning
and online learning.
GLOBE MAP
6
TERDAPAT SEKITAR 195 NEGARA DI DUNIA, YANG TERSEBAR DI 5 BENUA.
INDONESIA’S DEMOGRAPHIC
DIVIDEND
7
EXAMPLES OF DISRUPTIVE
TECHNOLOGIES IN EDUCATION
Online LearningVideo
conferencingE-Books and
E-Journals
AIM OF 2013 CURRICULUM
Preparing Indonesians to have the neces-
sary skills to live as individuals and citizens
who are devout, productive, creative,
innovative and affective, and who are able to
contribute to life in society, in the nation, and
in the world.
PRIORITIES OF 2013
CURRICULUM
(1) Character strengthening, integrated in all
subjects; (2) Literacy development, espe-
cially literacy in reading, writing, and
technology; and (3) 21st Century learning
development, especially competence in the
4Cs: communication, critical thinking,
collaboration, and creativity.
KARAKTER
Moral
Knowing
Moral
Feeling
Moral
Action
TUHAN Y M E
SESAMADIRI SENDIRI
LINGKUNGANKEBANGSAAN
Nilai-Nilai
Nilai-Nilai
Nilai-Nilai
Nilai-Nilai
Nilai-Nilai
LITERACY
21st CENTURY LEARNING
FRAMEWORK
Trilling and Fadel, 2009: 173
STUDENTS’ LEARNING HOUR
Class X: 42 hours/week, classes XI and XII: 44 hours/week
@ 45 minutes. The number of hours for class X is made up
of 24 hours for general subjects + 12 hours for academic
specialization subjects + 6 hours for cross-interest subjects
or in-depth learning of special interests or informatics. The
number of hours for classes XI and XII is made up of 24
hours for general subjects + 16 hours for academic
specialization subjects + 4 hours for cross-interest subjects
or in-depth learning of special interests or informatics.
THE POSITION OF ENGLISH
SUBJECT
English language is in the category of
general subjects, for a total of 2 hours, and
in the category of specialization subjects –
language and culture – for a total of 3 hours
in class X and 4 hours in classes XI and XII.
In the categories of Maths and Science and
Social Science, there is no English
language.
CROSS-INTEREST SUBJECTS
A student potentially has additional hours of
English language lessons if he or she chooses to
take cross-interest subjects of English language
and literature, which are weighted at 3 hours/week
for class X and 4 hours/week for classes XI and
XII. Hence, the total number of hours for English
language lessons is 5 hours/week for class X and
6 hours/week for classes XI and XII. Unfortunately,
not all schools have a policy for taking cross-
interest subjects of English language and English
literature.
TOTAL LEARNING HOUR
If all schools in Indonesia adopt a policy for taking
cross-interest subjects of English language and
literature, students will study the English language
for 5 or 6 hours per week. The learning hour for a
single semester is at least 18 weeks for odd
semesters and 14 weeks for even semesters, so in
three years of study at Senior High School, the
learning hour for English language becomes 6
hours x 32 weeks x 3 years = 576 hours of lessons
@ 45 minutes (= 432 hours).
LANGUAGE LEARNING IN
LANGUAGE CENTRES
As a comparison, the number of lesson hours for
pre-departure training in preparation for studying
abroad, implemented by the Language Center at
ITB Bandung, is 700 hours @ 60 minutes. This
training course lasts for 6 months, Monday to
Friday, from 8 am to 4 pm. In another language
center in Maryland, USA, the number of English
language lesson hours taken by course
participants totals over 900 hours, from Monday to
Friday.
MEETING THE TARGET OF
TEACHERS’ HOURS
In some schools, the purpose of offering
cross-interest subjects of English language
and literature is to meet the target of
teachers’ hours (which must be at least 24
hours/week), not to develop students’
competency in the English language.
NORMAL OUTPUT
With this kind of learning hour – whether it is
2 hours per week or 5 or 6 hours per week –
students’ English skills are generally at the
lower end of the threshold. They lack the
ability needed for higher purposes such as
presentation, discussion, negotiation, and
debate.
2017 ENGLISH PROFICIENCY
INDEX
Renandya, Hamied, and Nurkamto (2018). English Language Proficiency in Indonesia:
Issues and Prospects In The Journal of Asia TEFL, Vol. 15, No. 3, Fall 2018
LEVEL OF PROFICIENCY OF ENGLISH
TEACHERS IN INDONESIA
“As reported in Coleman (2009), of the
27,000 RSBI teachers who took the TOEIC
test, only a tiny percentage (less than one
per cent) of these teachers had a high level
of proficiency in English. Half of them had a
very low proficiency level, while the other
half had a proficiency level in the elementary
and intermediate range” (Renandya,
Hamied, and Nurkamto, 2018)
EXTRACURRICULAR
ACTIVITIES
In order to increase the English language competency of
students, schools hold a variety of extracurricular activities
once or twice a week @ 90 to 120 minutes, including
conversation, speech, presentation, story-telling, debate, e-
writing, and drama performance. Unfortunately, only a
small number of students participate in these
extracurricular English language activities. For example, in
the majority of state Senior High Schools in Surakarta, the
number of students taking English language as an
extracurricular activity ranges between 30 and 60 students
out of a total of over 1000 students.
THE IDEAL MODE OF LEARNING
PROCESS
In the Copy of the Regulation of the Minister of
Education and Culture No 22 Year 2016 about
“The Standard Process of Primary and Secondary
School Education” it states that learning is
implemented in a way that is interactive, inspiring,
fun, and challenging, motivating students to
participate actively, and allowing adequate space
for initiative, creativity, and independence, in
accordance with students’ aptitude, interests, and
physical and psychological development.
DOMAINS OF LEARNING
In accordance with Graduate Competency
Standards, learning objectives include developing
the domains of attitude, knowledge, and skill,
which are elaborated for each educational unit.
Therefore, the learning process is directed entirely
towards the holistic development of these three
domains, none of which can be isolated from the
others. It is hoped that this type of holistic learning
will succeed in creating individuals who are well-
rounded.
OBSTACLES
The obstacles faced by the teacher in the
field include (1) an imperfect command of
learning methods, (2) inadequate learning
facilities, especially multi-media, (3) an input
of students with a generally low quality of
intellectual competency, due to the absence
of selection (as a result of the zonation
policy), and (4) a poor interest in English
language lessons.
TEACHING METHODS
For this purpose, core teaching activities use
learning models, learning methods, learning
media, and learning sources that are
adapted to suit the characteristics of the
students and the subject. Recommended
methods are discovery learning, project-
based learning, problem-based learning,
and a scientific approach.
MAJOR METHODS IN ELT
METHODS
Audiolingual
CLT
TBLT
TBITPR
Natural Approach
ETC...
PARAMETER OF PARTICULARITY
A pedagogy “must be sensitive to a
particular group of teachers teaching a
particular group of learners pursuing a
particular set of goals within a particular
institutional context embedded in a particular
sociocultural milieu”(Kumaravadivelu, 2006: 171)
TEACHER’S COMPETENCY IN
DEPLOYING TEACHING METHODS
Unfortunately, not all teachers have a good
command of these four Government-
recommended learning methods. In one
particular FGD, a number of senior English
teachers from state Senior High Schools
admitted that their command of these
methods was somewhere in the range of 60
to 80 percent.
CONTEXT OF TEACHING
Learning-teaching programs are carried out
in particular contexts, which are very diverse
and complex. To be successful, teachers
are required to analyze a number of factors
(political, social, economic, or institutional) in
the given contexts, identify their (positive or
negative) potential effects on the programs,
and tackle them appropriately and wisely
(Richards, 2017).
Curriculum
Syllabus
Lesson
Plan
LEARNING PROGRAM EVALUATION
LEARNING
PROCESS
Teacher
Students
Teaching
media &
Learning
facilities
PLANNING IMPLEMENTATION
Learning
and
Teaching
Reflection
ASSESSMENT REFLECTION
Assessment
of Learning
Learning Materials
A COMPREHENSIVE TEACHING-LEARNING SYSTEM
ASSESSMENT FOR LEARNING
INDONESIA
There are more or less 1.340 ethnic groups inhabiting more or less 13.000 islands in Indonesia.
SCHOOL BUILDING
TRADITIONAL MODERN
CLASSROOM CONDITION
TRADITIONAL MODERN
LEARNING EQUIPMENT
TRADITIONAL MODERN
STUDENT ACTIVITY
PASSIVE INTERACTIVE
NEEDS ANALYSIS
Before a teaching program is carried out, the
teachers must first make an analysis of the
situation as well as an analysis of the
students’ needs. The analysis is intended to
identify the factors which are predicted will
support and/or hinder the implementation of
the language teaching program (Richards,
2017).
CONSIDERING THE
ENVIRONMENT
“Environment analysis involves considering
the factors of the situation in which the
course will be used and determining how the
course should take account of them. One
way of approaching environment analysis is
to work from a list of questions which focus
on the nature of the learners, the teachers
and the teaching situation” (Nation and
Macalister, 2010: 2)
EFFECTIVE TEACHING
Westwood (2008: 56) argues that “teacher
effectiveness is not concerned with any
particular teaching method. Rather, it is
concerned in a more general sense with the
way in which teachers operate in their
classroom – the decision they make, the
actions they take, their interaction with
students, their presentation skills, and the
way they manage the group.”
TEACHING PRINCIPLES
(1) engage all learners in the lesson, (2)
make the learners the focus of the lesson,
(3) provide maximum opportunities for
student participation, (4) develop learners’
confidence, (5) teach learning strategies, (6)
promote cooperation among learners, and
(7) address learners’ needs and interests.
(Richards and Rodgers, 2014: 353)
NATIONAL STANDARD OF
EDUCATION
LOCALISATION OF TEACHING
Localization refers to the activity of choosing
and deploying appropriate linguistic, social, and
experiential aspects of teaching to cater for the
needs of the given teaching population
(Combee, 2018 and O’Sullivan, 2018). The aim
is to ensure that the teaching is appropriate to
individual learner from a range of perspectives.
One-size-fits-all teaching design is not support-
able (O’Sullivan, 2018).
THE NEED TO KEEP LEARNING
AND PRACTICING
Teachers are required to keep learning and
practicing due to the unpredictable situations in
their current workplace (Vangrieken, Meredith,
Packer, and Kyndt, 2017: 48).
Usually, there is a gap between what has been
learned in the teacher education program and the
real condition that (novice) teachers are faced with
(Crandall and Christison, 2016: 10).
THANK YOU
Education is the most
powerful weapon which
you can use to change the world
(Nelson Mandela)