Summary Of Teflin Seminar, Jogyakarta, 6 – 8 December 2005
SUMMARY OF TEFLIN SEMINAR, JOGYAKARTA, 6 – 8
DECEMBER 2005
Multi-lingual Education in Indonesia
The tension between linguistic rights on the one hand, and educational goals for 21st
century world citizenship on the other, poses considerable philosophical and practical
challenges. These are to ensure the preservation of local languages and cultural values
and to promote a sense of national identity.
The 2003 UNESCO policy document ‘Education in a Multi-lingual World’ proposes a set
of principles which provides a rational basis for planning and implementing language
education policy in multilingual societies. In addition, UNESCO stresses the importance
of mother tongue instruction in the initial stages of primary education while, at the same
time, promoting the ‘early acquisition’ of a second or third language in secondary
schools through the teaching of other subjects.
The role of the language teacher
The role of the language teacher is to combine subject knowledge and specialized
linguistic skills. In recent years, within our nation, what is involved in knowing, and,
hence, in learning a foreign language, has undergone various significant shifts. A
Content and Language Integrated Learning (CLIL) approach is required. This approach
tries to integrate second or third languages as languages of instruction in a carefully-
balanced programme.
A ‘Brief History of English Language Teaching’ (ELT)
A ‘Brief History of English Language Teaching’ (ELT) discussed the development of ELT
in Indonesia covering developments during the periods of Dutch colonialism, Japanese-
occupation and post independence. Under Dutch rule, ELT was very successful because
of the high standard of teachers’ qualifications. Schools were divided into elite and
common schools. The upper classes went to the former, whereas the lower classes
attended the latter. English instruction was given 3-4 times a week.
A grammar translation method was used. Oral exams were conducted by external
examiners. During the Japanese period, Dutch and English were banned, with Japanese
being introduced instead. After independence, English was officially introduced as the
first foreign language. However, little good teaching material was available. A grammar
translation method was used. Since independence, there have been a lot of changes in
the curriculum, teaching methods: from grammar translation method to the current trend
in language teaching (communicative approach or contextual teaching and learning),
teaching materials, and teacher training colleges or English language teaching
programmes. The question arose, ‘Has there been any worthwhile evaluation of a
particular approach before it is introduced?
Teaching English to Young Learners (TEYL)
Teaching English to Young Learners has been introduced, although it has provoked a
debate. Courses in Teaching English as a Foreign Language in Indonesia (TEFLI) were
established at IKIPs (Teacher Training Colleges), Jogya, in 1973. Current issues raised
include:
• the influence of English on Indonesian (Indolish)
• Indonesian as a stumbling block to TEFL success
• standardization of teachers or teacher trainees
• Indonesian watch from government policies on TEFL
The Competency-based Curriculum (CBC)
During the discussion, the competency-based curriculum (CBC) was questioned since
the curriculum is very difficult to understand. The presenter expressed doubts as to
whether CBC is successful. Teachers should be very proficient in English and the target
culture as well.
Bilingual education
Bilingual education involves teaching students in some combination of the first and
second language (Richard – Armanto, 2003). Bilingual education is one in which a
second language is being used as a classroom language, but where pupils’ first
language (L1) is a difficult one, a teacher may sometimes ‘code-switch’ to L1 if he judges
it necessary (Mercer, Neil, 2001). The term ‘bilingual’ refers to the phenomenon of
competence and communication in two languages (Lam, Agnes, 2001).
One of many problems is teachers’ qualifications - collaboration with content teachers is
required. They need training. Those teaching at primary schools are not English
teachers, but classroom teachers and are often part-time teachers. A need analysis is
required.
Undang-undang Sisdiknas no. 21 tahun 2003 Pasal 50 ayat 3: bahwa setiap
daerah/kabupaten/kota harus ada minimal satu sekolah bertaraf internasional. At this
school, a meaningful approach in content-based English teaching should be introduced.
Teaching English in multilingual situations
The seminar also discussed teaching English in multilingual situations: exploring the role
of action research. A number of problems were highlighted:
• slow process of teaching and learning
• low
motivation
• apparent students’ laziness
• classroom
management
problems
Action research is conducted by the participants themselves, focusing on the local
context, aiming at addressing problems and issues specific to the context, focusing on
improving practice, and involving a reflection cycle. The steps involved in action
research are planning, acting, observing, reflecting, and planning new action. How to
start? Keep a diary, brainstorm some starter statements, make a list of ‘puzzles’,
observe your class, and read an article or newsletter. In terms of validity, action research
is subjective. Action research is not the same as experimental research. So, we should
not worry about the validity of results. Observational and non-observational methods are
the best way to collect data.
Current developments in SLA theory and practice in a multi-lingual context.
According to a behaviorist’s view, the infant mind is tabula rasa. Behaviourist method
can be used in training a dog to sit, training dolphins, toilet training, memorizing
information, poetry, scientific formula, etc. Language learning is through habit formation.
However, according to Krashen’s natural approach, we acquire language in only one
way: when we understand messages (comprehensible input). This can be done through
telling stories and jokes (e.g. Dictoglos activities, TPR (Total Physical Response),
singing songs, reading poems, rhymes, teaching magic tricks & card game, and doing a
scientific experiment, mastering a new sport in the L2, and task completion activities,
e.g. problem solving, puzzles, map-reading tasks, etc. that don’t teach grammar.
According to an interactionist view, children learn languages by interacting. Teachers
should use interaction classroom activities: information gap exercises, task-based
activities, creating stories, etc. Meaningful interaction will lead to genuine
communication.
Summarized by
1. Usman Kasim ( Syiah Kuala University), Banda Aceh
2. M. Fauzi (IAIN Ar-raniry), Banda Aceh, Banda Aceh
