Communicative Language Teaching in Indonesia: Issues of Theoretical Assumptions and Challenges in the Classroom Practice

Musthafa, Bachrudin

doi:10.15639/teflinjournal.v12i2/184-193

Cited by 27 publications

(24 citation statements)

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“…Another crucial factor in EFL learning is that how to assist students' language in terms of grammar and vocabulary. Although debates continue to exist in the realm of Communicative Language Teaching (CLT) principles (Fotos, 2002;Ellis, 2002;Salies, 1998;Musthafa, 2001 to name a few), the writer prefers to consider 'implicit structure-based tasks' following grammar instruction (Hee, Seung, et. al., 2005) as it facilitates learner acquisition (Ellis, 2002).…”

Section: Tabel 2 Sample Of Concept Mappingmentioning

confidence: 99%

The role of ICT in the teaching of productive skills in english during covid-19: students’ perceptions and obstacles

Besral

2020

Proceedings of the International Conference Fakultas Tarbiyah Dan Keguruan Universitas Islam Negeri Imam Bonjol Padang - ICFTKU

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English as a Foreign Language (EFL) teachers believe that students cannot reach a good level of fluency unless they speak and write English with less difficulty and more spontaneity. The current study seek to uncover students' perceptions and obstacles in learning productive skill as promoted in Concept Mapping technique. A short and brief notes of students' impressions of up to the third meeting of English course were taken as the primary data for the study. They were verified and categorized into sub themes allowing the researcher to count and analyze. The findings showed that by using ICT, (1) Classroom atmospheres were very positive; (2) Most students understood the lesson, although few students had troubles to understand and initiate the tasks; (3) Small numbers of students had bad connection, and therefore claimed that Google Classroom was not effective. It can be concluded that the use of ICT in EFL learning for this group of students should be expanded because of promising ideas behind it.

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Section: Tabel 2 Sample Of Concept Mappingmentioning

confidence: 99%

The role of ICT in the teaching of productive skills in english during covid-19: students’ perceptions and obstacles

Besral

2020

Proceedings of the International Conference Fakultas Tarbiyah Dan Keguruan Universitas Islam Negeri Imam Bonjol Padang - ICFTKU

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“…Anthony Welch (2012) claimed that poor quality governance of many Indonesian universities impacts on limited activities and engagement within the global community. In addition, Musthafa (2012) the claimed that many areas in Indonesia are difficult to encounter activities and engagement with English as a medium of instruction except in a few privileged universities where exposure to English is quite dominant and extensive. In addition, Lie (2009) questioned the commitment of governments to fully support the realization of language and bilingual policy within educational contexts.…”

Section: Challenges Of Language and Bilingual Education Policiesmentioning

confidence: 99%

Language policy, identity, and bilingual education in Indonesia: a historical overview

Abduh¹,

Rosmaladewi²

2019

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This article discusses the historical and political development of language policy, identity, and bilingual education in Indonesia. The language policy in Indonesia begins before the independence where the negotiation between Indonesian and Dutch used as a medium of instruction. During this period, Indonesian is declared as the national language and used widely in public and private schools. This momentum grows continually following the independence, despite the Dutch's effort to regain control in Indonesia. Post-independence is marked by the recognition of English as the first foreign language and is taught in schools. The promotion of vernaculars languages follows the development of language policy. This article contributes to the extension of understanding and the debates about the development of Indonesian language policy, identities, and bilingual education significantly.

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“…Within the context of Indonesia, Communicative Language Teaching (CLT) methodology has been implemented in English language classrooms since the implementation of English Curriculum 1984 (Musthafa, 2001). CLT becomes a favorable teaching approach as it focuses on achieving students' communicative competence.…”

Section: -38mentioning

confidence: 99%

Evaluating The CLT-Ness Of Bahasa Inggris Untuk SMA/ MA/SMK/MAK Kelas X Semester 1 Coursebook For Secondary School Students In Indonesia

Arfiandhani

2016

ftl

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Materials and methodology play a significant role in a language classroom. These two elements need to be in line with each other to help achieve the shared learning goals. One of the methodologies that have been widely employed, but still not well-permeated among teachers in Indonesia is Communicative Language Teaching (CLT). However, not many studies on seeing the relationship between methodology and materials have been conducted. To bridge this gap, this study aims to evaluate the CLT-ness of the national course book Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Semester 1. To conduct the evaluation, a checklist adapted from Grant's and Cunningsworth's was employed as an evaluation tool. The research findings indicate that while the coursebook made a clear attempt to uphold CLT, as observed from its learning goals for each chapter and the coursebook introduction, several aspects of the coursebook, such as the tasks and activities, needed to be improved.

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Communicative Language Teaching in Indonesia: Issues of Theoretical Assumptions and Challenges in the Classroom Practice

Cited by 27 publications

References 0 publications

The role of ICT in the teaching of productive skills in english during covid-19: students’ perceptions and obstacles

The role of ICT in the teaching of productive skills in english during covid-19: students’ perceptions and obstacles

Language policy, identity, and bilingual education in Indonesia: a historical overview

Evaluating The CLT-Ness Of Bahasa Inggris Untuk SMA/ MA/SMK/MAK Kelas X Semester 1 Coursebook For Secondary School Students In Indonesia

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