This research explores how English is used in the expanding circle: tourism areas in Yogyakarta, Indonesia. Although Bahasa Indonesia is the official language used, this does not mean that other languages will have a little share in the linguistic landscape. The total data used were 519 signboards which were analyzed qualitatively and quantitatively. This research found that in monolingual boards, the use of English was 23.7%, and Indonesian was 73.5%. The magnitude of the use of English, which is close to as salient as the use of Bahasa Indonesia, is particularly shown on the bilingual and multilingual signboards. This study highlights discussion on the representation of power of English in the investigated signboards, which was shown from the number of appearance and combination of English and other languages in the signboards. It is revealed that English is expressed not only for informative reasons but also for symbolic reasons such as indexing sophistication, cosmopolitanism, and fashionable appearance.

Based on the premise that teachers are at the forefront of global multilingual cultural awareness agencies, the research on their views toward English as a Lingua Franca (ELF) concepts is critical. This study investigated the attitudes and beliefs of 120 in-service secondary teachers toward ELF in Indonesia. It employed a mixed-method design. Research data was collected using a questionnaire and semi-structured interviews. Thematic coding analysis was used to interpret qualitative data. The results indicated teachers' positive changes in attitudes and beliefs in five ELF categories: the presence of multilingual characters and pronunciation model used in the classroom, learning goals, the roles of language and culture, and the language used in the classroom and the assessment. Challenges to welcoming the ELF perspective in classroom practices identified in the study were government policy, parental support, and individual teachers' reflection on the current position of English in the global discourse, primarily since beliefs on the superiority of native English speakers were found to be strong. This study suggests that teachers’ awareness in designing sensitive instructions and materials to welcome lingua cultural varieties would improve the understanding of transpiring changes in the global sociolinguistic landscape. Government intervention is called for to provide cheaper and more accessible materials representing English variations.

This paper offers a solution to Indonesia’s mission of investing EFL listening materials with character education in higher institutions. The character is seen as a dimension of content competence, namely attitude. Developed by using Content-Based Instruction approach, the alternative view is reflected through listening materials design to target strengthening moral values, principles, and attitudes. The framework argues that listening materials should accommodate the need to tailor materials for teaching, rather, than for assessment. It also responds to the ubiquity of English as a Lingua Franca. It argues that the investment of character education leads to learning targets that allow students to become concerned, informed, and involved in developing themselves as citizens, and to respond to 21st-century language competences, especially in the ability to embrace cross-cultural understanding and in the use of digital technology in classroom language learning. The proposed framework is offered as decisions made on the materials’ resources, method of development, activities, and assessment.   Abstrak Artikel ini menawarkan solusi terhadap misi Indonesia untuk berinvestasi pendidikan karakter di dalam materi ajar Listening untuk pembelajaran di pendidikan tinggi (universitas). Karakter dimaknai sebagai kompetensi isi yaitu perilaku. Rancangan materi ini dikembangkan dengan menggunakan pendekatan berbasis isi (Content-Based Instruction). Kerangka rancangan alternatif ini bertujuan untuk menguatkan nilai-nilai moral, prinsip, dan perilaku. Dengan kerangka berfikir bahwa materi Listening seharusnya dibuat untuk tujuan belajar (learning) daripada untuk asesmen semata-mata, maka materi ajar harus mengakomodasi pola ini. Rancangan materi ini juga merespon kehadiran perspektif English as a Lingua Franca. Hal ini bermakna bahwa investasi pendidikan karakter hendaknya bermuara pada tujuan-tujuan pembelajaran yang menciptakan pembelajar menjadi pribadi yang perhatian, cakap pengetahuan, dan partisipatif dalam mengembangkan dirinya sebagai warga negara. Selain itu rancangan materi ini juga merespon pentingnya tercapainya kompetensi berbahasa abad ke -21 khususnya kemampuan pemahaman lintas budaya dan penggunaan teknologi digital untuk keperluan pembelajaran di dalam kelas. Kerangka rancangan materi ini tercermin pada pemilihan sumber materi, metode pengembangan materi, aktifitas, serta asesmen.  How to Cite : Kusumaningputri, R., Khazanah, D., Setiarini, R. (2017). Framework for Investing Indonesian EFL Listening Materials with Character Education. TARBIYA: Journal of Education in Muslim Society, 4(2), 184-199. doi:10.15408/tjems.v4i2.6197. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6197

There is little research on gender-related children's picture books in Indonesia. In this article, we discuss the disclosure of gender representation in a picture book entitled Perpustakaan Intan. The high number appearances of women, the actions pinned on women, and the clothes displayed in both text and images are materials for visualizing women and men. Previous studies have revealed that men dominate the number of appearances in books. However, this book displays women more often than men. On the one hand, this raises the question of whether this means women are in power, and on the other hand, men are portrayed as powerless. Utilizing the multimodality approach, the results show that although women appear more in the narrative, women are still represented as less powerful.