MID TEST TASK

LANGUAGE AND LITERATURE LEARNING PEDAGOGY

TWENTY FIRST CENTURY EIL PARADIGM

By
Hasna
(NIM. 1907956031)

PRODI S3 PENDIDIKAN BAHASA DAN SASTRA

This paper is aimed to discuss the condition of English Education in Indonesia in relation
to EIL paradigm in 21th century. Nowadays, English has been used by a great number of people
in the world in various purposes. It has been used not only in the classroom for academic
purpose but also in social and business contexts. English has many varieties because of the
increasing number of its users that makes the learners need to know not only the more familiar
varieties of English spoken in inner circle countries, i.e., US & UK but also other varieties
spoken in outer circle (Singapore & Philippines) and expanding circle (China, Indonesia, and
Japan) countries (Widodo & Renandya, 2016: 3-4). There is no need for people who live in
outer and expanding circle countries to speak like native speakers of English because English
has functioned as an international lingua franca meaning that more and more multilinguals who
have learned English as an additional language are using English internationally. They must
produce different accents and pronunciations of English. In this case, the most important thing
is mutual intelligibility which means that the interactants in any communicative activity are
able to understand each other. While being a native speaker is no guarantee of mutual
intelligibility. This is the nature of learning goal as explained by (Marlina and Giri, 2014: 26).
Beside explaining the nature of learning goal, they also explain the nature of materials. For
instance, in Korean context, at the college level, they may include Korean way of addressing
people, family value and pressure, age and interpersonal relationship, education and personal
goal, sentiments such as ‘jeong (affection)’, ‘han (regret)’, ‘nunchi (sensitivity),’ face-saving,
collectivism, drinking culture, national division, reunification, military service, and more.
Understudies can learn more approximately their possess culture and how to display it to
others in English. By joining these theme and materials, the lesson will give understudies
with openings to reflect, recognize, and appreciate their claim culture. More multicultural
instructing objective and directions substance and fabric ought to be joined into Korean
English course readings (Marlina and Giri, 2014: 131). Educating materials play an imperative
part within the development of students’ discernment and conviction arrangement of the target
dialect speakers and cultures. Thus, EIL instructor ought to carefully look at the social
substance depicted in educating materials. It is required for EIL instructional method to
uncover understudies to the diversities of communities of English clients to plan them when
utilizing English for universal communication. Therefore, the purposes of this paper are to
explain: (1) profile of English Education learners in Indonesia (social and economic condition);
(2) teaching materials profile of English Education in Indonesia; (4) teaching methods profile
in Indonesian English Education and (5) profile of English Education Curriculum in Indonesia.
Every paragraph will discuss what should be the ideal condition based on the theories. Then, it
will present the real condition. Last, it will explain what should be done to reach the ideal
condition as stated in the previous of the paragraph.

2. Profile of English Education Learners in Indonesia

One of the most important things in education is teaching and learning process. Teaching
and learning process has some important components, such as learners, materials, teaching
methods, and curriculum. Before conducting teaching and learning process, teachers have to
consider learners profile in the very beginning. They should know the students’ background
knowledge and their family and social condition. Particularly in Indonesia, English Education
students are for those who have finished their study in Senior High School (SHC). While the
profile of SHC in Indonesia shows that there are three kinds of department, i.e., Language
Department, Social Science Department, and Natural Science Department. Students
background knowledge are also influenced by their family’s job, last education, ethnic, culture,
and social geography (rural and urban).

3. Teaching Materials Profile of English Education in Indonesia

Material play the role to contextualize the language usage and to meet language learners
needs (Manurung, 2015: 1). Hence the parts of teachers are not as it were constrained to the
choice of viable strategies but too on imagination and development to plan and create. Well
created guidelines materials offer assistance dialect learners progress dialect authority. The
choice of guidelines materials is impacted by the methods utilized in instructing and learning
process (Manurung, 2015: 2). Research findings contributed to the advancement of the
instructional materials for instance in speaking class have shown that the topic that the students
is interested in motivated them to read and discuss with others; the students should have got
past information and encounters related to the subjects and thus there have been at least stock
of vocabularies related to the themes; and when the subject is relevant the understudies get
openings to listen or indeed to tune in to the points in their daily encounter and consequently
offer assistance them broaden their understanding of the points; and since the subject is
internet-based, it can be examined and downloaded from distinctive websites or assets that can
improve their information and concepts of the themes (Manurung, 2015: 7). These findings
make us know that both what is meant by good materials and a profile of English teaching
materials in Indonesia particularly in Palu, Central Sulawesi.

4. Teaching Methods Profile in Indonesian English Education

Method is a set of classroom determination for fulfilling linguistic goals (Brown and Lee,
20015: 17). Students can be helped in their language learning when teachers understand what
best teaching methods meet the need of students. However, in Indonesia, the implementation of
methods based on the curriculum has not reached the standard. Research on teacher challenges
in teaching English has shown that teachers face challenges in teaching English because they
are lack of teaching knowledge and development. English teaching challenges from teachers’
perspectives including shortage of training, limited mastery of teaching methods, unfamiliarity
to IT, and lack of professional development (Songbatumis, 2017: 9). Learning from the
research findings, teachers should be encouraged to be aware of their lack of professional
development.

5. Profile of English Education Curriculum in Indonesia

Curriculum should be the standard for teachers to conduct teaching and learning process.
Curriculum language education is determination for carrying out a specific language program
(Brown and Lee, 20015: 17). As a portion of the worldwide world, in 2015 Indonesian
government has got to be open to all ASEAN nations in terms of worldwide exchange and
other issues since the ASEAN Financial Society will be politically as well as legitimately
executed. Versatility of proficient in all over ASEAN nations has progressively common.
Experts with distinctive levels of competencies and from distinctive major of areas traded
come in and out among ASEAN nations (Susilo, 2015: 1). Indonesian Qualification
Framework (IQF) appears to be the reply for this circumstance (Susilo, 2015: 2). IQF has as of
now held a lawful underwriting in the form of Professional Decree no. 8/2012 advertised a
portrayal of capability levels for learning results or certificate articulations in Indonesian
schoolings from the essential up to the higher instruction. Consequently, sarjana of relevant
disciplines from any higher education level can become teachers if they got their teacher
certificates, regardless from teacher training education. For instance, sarajana of literatures
study or study of linguistics can become English teachers when they got teacher certificates
from the teacher profession program.
Considering Indonesian qualification framework and the structure of tertiary curriculum,
there are nine levels of qualifications, level 6 up to level 9 are the levels upon which Indonesian
higher education (i.e. the education levels which are using ‘tertiary curriculum’) based their
learning outcomes. It means the tertiary curricula should refer to level 6 (for bachelor), level 7
(for the profession), level 8 (for master) and level 9 (for doctor). As the IQF’s descriptors
required four general components to accomplish, i.e. 1) attitudes and values, 2) working
competencies, 3) field knowledge, and 4) managerial competencies, the tertiary learning
outcomes made in the curricula must also meet the requirements of having such components
(Susilo, 2015: 4). To meet the national standard for implementing the curriculum, a regulation
has been established by Indonesian Ministerial Decree number 49, 2014 on National Standard
of Higher Education to tight up the implementation of higher education curriculum
(Kemendikbud, 2014). This regulation controls things such as the total credits as equal to
bachelor’s level program, master program or doctorate program, number of hours for one
credit, and so forth to guarantee that all universities will pass through the standard (Susilo,
2015: 7).
Furthermore, the status of English as a global lingua franca has changed the English
Education teachers in Indonesia. Prior to the implementation of Undang-undang nomor 14
tahun 2005 tentang guru dan dosen (Kemenkumham, 2005), EFL teachers in Indonesia are
products for both English language departments at the teacher training colleges or universities
that have a faculty of teacher training and educational sciences. Now, as treated to all teachers,
EFL teachers should not be only the sarjana graduated from teacher training colleges or a
faculty of teacher training and educational sciences any more, but they are also sarjana holders
from any higher educations, who hold teacher certificates (Susilo, 2015: 8). Based on the
official letter from the Ministrer of Research, Technology, and Higher Education number
17/M/1/2015 (Kemenristekdikti, 2015), there are five types of teacher certification institutions
that the government legitimized, i.e. 1) boarding teacher profession program for primary
education teachers, 2) boarding teacher profession program for basic science teachers, 3)
boarding teacher profession program for vocational schools, 4) integrated teacher profession
program, and 5) teacher profession program through internship in schools of the remote and
border regions. It is an obligatory for sarjana holders from all disciplines to get certificates of
teacher profession programs if they want to be teachers.
6. Conclusion

After exploring the profile of English Education learners, teaching materials, teaching
methods, and English Education Curriculum particularly in Indonesia in relation to the EIL
paradigm, we come to conclusion that: 1) learners of English Education in Indonesia come
from various background; 2) teaching materials of English Education have met the students’
needs; 3) the implementation of teaching methods still needs to be improved; and 4) English
Education curriculum has welcomed the EIL paradigm in today Era.

7. References

Alsagoff, L., McKay, S., L., Hu, G., & Renandya, W. A. (Eds.). 2012. Principles and practices for
teaching English as an international language. New York: Routledge.

Brown, H.D., & Lee, H. 2015. Teaching by Principles. Melbourne: Pearson Ed Australia.

Kemendikbud. (2014). Indonesian Ministerial Decree number 49, 2014 on National Standard of
Higher Education. Jakarta: Kemendikbud.

Kemenkumham. (2005). Undang-Undang no. 14 Tahun 2005 tentang Guru dan Dosen. Jakarta:
Kemenkumham.

Kemenristekdikti. (2015). Surat Edaran Menristekdikti no. 17/M/1/2015 tentang legalitas PPG.
Jakarta: Kemenristekdikti.

Manurung, K. 2015. Improving the speaking skill using reading contextual internet-based
instructional materials in an EFL class in Indonesia. Procedia – Social and Behavioral
Sciences 176 (2015) 44 – 51.

Marlina, R. & Giri, R.A. 2014. The pedagogy of English as international language: Perspectives
from scholars, teachers, and students. New York: Springer.

Renandya, W. A., & Widodo, H.P. (Eds.). (2016). English language teaching today: Lingking
theory and practive (Vol.5). London: Springer.

Songbatumis, A., M. (2017). Challenges in Teaching English Face by English Teachers at MTsN
Taliwang, Indonesia. Jounal of Foreign Language Teaching and Learning. Vol 2 No. 2 July
2017.

Notes:
The key to your mid test answer is the word “discuss”, “EIL paradigm”, welcomed”, “context”,
“propose ways”, “promote”. The best essay arrangement could be a discussion essay (presenting
two or more different views on something) with body paragraphs containing “evidence of being
welcomed”, “evidence of being not welcomed, “decision whether it’s welcomed or not”,
“proposal of ways to promote EIL paradigm”.