<span id="docs-internal-guid-dec9ea4f-7fff-dcae-85e9-c7df6f7493d8"><span>The primary aim of English language teaching in Indonesia is to equip Indonesian students with communicative competence in English. However, due to the prevalent utilisation of traditional student-centered approaches that accentuates linguistic structural properties as well as the lack of exposure to and usage of the target language in the classroom, research has found that Indonesian school graduates’ English communicative skills are still low. Very few students can deliver ideas, thoughts, and feelings through English as a medium of communication. This conceptual review article aims to promote the viabilities of task-based language teaching (TBLT) method to accelerate students’ communicative skills in Indonesia. Drawing on a wide range of theories and research findings, it critically explores some potential benefits as well as addresses some possible criticisms of employing TBLT in Indonesia. It argues that TBLT promotes natural learning, generates students’ intrinsic motivation, and develops language skill development that can lead the students to accelerate their communicative competence.</span></span>
The recently-enacted Indonesian educational policy entitled Kampus Merdeka (Independent Campus) program has received much appreciation from higher education stakeholders. This policy legitimately allows higher education students to carry out two semesters of their study periods in real workplaces and thus, categorized as work-integrated learning (WIL). However, even though this policy has increased the compatibility of university learning and workplace situations to produce work-ready graduates, it is argued that the extension of time period for doing WIL is not enough. Instead, the Indonesian higher education stakeholders need to put greater attention to the effective executions of some aspects in WIL. This research employed qualitative instrumental case study design to find out how past university students describe and evaluate their past experiences participating in teaching placement program (one of higher education programs categorized as WIL) before the Kampus Merdeka policy is issued. It focuses on four pivotal aspects in WIL including authentic learning in universities, partnership between universities and workplaces, supervision activities, and assessment methods. It was found that the application of WIL in Indonesian higher education in the four aspects has not been effectively administered. This finding can be utilized as a reflection for higher education stakeholders to maximally implement and achieve the goal of the Kampus Merdeka program.
The Indonesian national curriculum and educational policies mandate the integration of character education into every classroom learning activities in schools. This qualitative case study aims to investigate Indonesian subject teachers’ agency to enact character education, including how they plan, assess, and execute it, in their teaching practices. In addition, it also explores the ways they select the character traits as well as the challenges they encountered in character education. The data include in-depth semi-structured interviews with three experienced Indonesian senior high school teachers. The results delineate that the teachers enacted character education that covered cognitive, affective, and behavioural aspects. Nevertheless, these enactments were unplanned and unassessed. In the process of character selection, the teachers reflected on their contextual situations, past experiences, and future orientations. They encountered difficulties in character education due to the abundance of academic materials, and the lack of professional development programs and proactive involvement from other school members.
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