English in Multicultural and Multilingual Indonesian Education

Hamied, Fuad Abdul

doi:10.1007/978-94-007-4578-0_5

Cited by 42 publications

(39 citation statements)

References 4 publications

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“…Indonesia, an archipelagic country, is inhabited by 250 million citizens fro m a great nu mber of various cultures (Sukyadi, 2015). With respect to such mu lticulturality, Hamied (2012) draws on an analogy between the use of Indonesian and English languages amongst Indonesian people. He elucidates that with their multicu lturality, Indonesian people use the national Indonesian language within an intercultural communicat ive framework.…”

Section: Introductionmentioning

confidence: 99%

Tertiary English students’ attitude towards intercultural language learning

Morganna¹,

Sumardi

Tarjana

2020

Indonesian J. Appl. Linguist.

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The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.

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Section: Introductionmentioning

confidence: 99%

Tertiary English students’ attitude towards intercultural language learning

Morganna¹,

Sumardi

Tarjana

2020

Indonesian J. Appl. Linguist.

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“…In the Indonesian context, English is considered the most important foreign language (Hamied, 2012). Subject English is positioned in the national curriculum as a key subject in that it is part of the junior and senior high school national exam process and university entry exams.…”

Section: Introductionmentioning

confidence: 99%

Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

Kartika-Ningsih

Gunawan

2019

Indonesian J. Appl. Linguist.

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Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

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“…There are tests to determine entry into university programs in general but it is difficult to measure the validity, quality and relevance of the tests for potential candidates of the ELT programs. Hamied (2012) argues that undergraduate ELT programs in Indonesia experience issues with testing and evaluation which in the long run will endanger the quality of the programs' outcomes.…”

Section: Simonmentioning

confidence: 99%

“…This might impact on the use of Indonesian as a language of instruction in the EFL classrooms at school levels. In other words, the use of English as a medium of instruction in Indonesian schools remains debated (Hamied, 2012). Hadisantosa (2010) and Masduqi (2011) argue that EFL teaching in Indonesia still adopts a teacher-centred approach with an excessive emphasis on grammar.…”

Section: Simonmentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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English in Multicultural and Multilingual Indonesian Education

Cited by 42 publications

References 4 publications

Tertiary English students’ attitude towards intercultural language learning

Tertiary English students’ attitude towards intercultural language learning

Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

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