THE ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN
AN EIL MICRO TEACHING CLASS REFLECTS AN EIL
APPROACH
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dhenok Praptiningrum
112008111
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
i
THE ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN
AN EIL MICRO TEACHING CLASS REFLECTS AN EIL
APPROACH
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dhenok Praptiningrum
112008111
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
1
AN ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN AN EIL MICRO TEACHING CLASS REFLECTS AN EIL APPORACH
Dhenok Praptiningrum ABSTRACT
The study aims to analyze to what extent the English as an international language (EIL) teaching material reflects an EIL approach. The reflection of EIL approach in this study is developed based on Matsuda’s (2011) EIL approach in her principles for EIL materials development. Inspired by Matsuda this study is attempted to analyze to what extent the EIL material reflects an EIL approach. This study is conducted in an EIL micro teaching class, a teaching practicum preparation which focuses on EIL teaching and learning in English Department of Satya Wacana Christian University, Salatiga. Based on the EIL teaching material designed for the EIL micro teaching class, this study analyzed the extent of the EIL approach reflected in an EIL material. The findings suggested that an EIL approach which is reflected in the EIL teaching material covers the example of English varieties today, the example of the use of English in L2 – L2 speakers (L2 – L2) communication, and the respect to the learners’ local culture.
Keywords: EIL material, EIL approach
INTRODUCTION
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had to design EIL materials that reflect an EIL approach. However, each student teacher had a different perception toward what an EIL material was. In order to define how to design the EIL teaching material which reflects an EIL approach I analyzed twenty EIL materials in the EIL micro teaching class to answer a research question: to what extent the EIL material reflects the EIL approach?
In this EIL micro teaching class each student teacher got a peer feedback after they practiced to teach English with their own EIL material. After doing my second mini teaching, I found that one peer feedback considered that my teaching material was too American. At that time I downloaded a recording from VOA website to teach listening for the first grade of senior high school. My material required the students to complete the missing vocabularies in the text and to get the information about the culture which had firework as the teaching objective. Since the recording was spoken by an American, the peer feedback considered it was not an EIL material. However, I thought it was an EIL material because although it’s spoken by an American, it did
not only expose American culture, but also other cultures including Indonesia where firework was also part of the culture.
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I let my students use local vocabularies which were difficult to be translated into English. Take for example eceng gondok, a kind of plan live in water with its leaf appears to the water surface, to name a plan which they found in the one of the pictures. Though, they students were still allowed include local vocabularies to their description, they had to provide explanation about the local vocabularies in English. I thought this EIL material reflects an EIL approach since it shows the students’ local culture through the local terms or vocabularies (Matsuda, 2011).
After practicing the third mini teaching, I got some peer feedbacks that considered my teaching material was an EIL material because it allowed the use of local vocabularies as part of local culture. My material did not expose culture from the countries which are included in Kachru’s inner circle, like for example the United
Stated of America, Autralia, and United Kingdom. However, I kept thinking that in the era of EIL, English was a language which was used as lingua franca in the international context. It made me think since the inner circle countries were part of the international community, the existence of the inner circle culture was still needed to be considered to design the EIL material. According to Erling (2005), in the era of EIL, English is an umbrella with the inner circle, outer circle, and the expanding circle countries under it. It means that the cross cultural communication with English as the lingua franca takes place in a whole area of Kachru’s circle.
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English in the era of EIL has to cover the speakers’ culture, especially the EIL
teaching material which is designed to reflect an EIL approach (Coskun, 2009). EIL material is designed with all this complexity and at the same time it has to reflect an EIL approach clearly. Based on this condition this study is attempted to answer the research question about to what extent the EIL material reflects an EIL approach. Through the analysis to the EIL materials which were designed for an EIL micro teaching class, this study will show how the EIL approach is reflected in the EIL material.
LITERATURE REVIEW
Before going on the discussion about the analysis to what extent the EIL material reflects an EIL approach we need to understand more about EIL material and EIL approach. According to Matsuda (2011), EIL material is a teaching material which is designed based on the EIL principles or EIL approach. To deal with EIL approach Coskun (2009) in his study in the Middle East found that EIL has to include the learners’ local culture as an EIL approach. At the same time Matsuda (2011)
stated that the EIL material has to show the use of English in the local context including the culture in order to show the respect to the local culture as an EIL approach. Based on Coskun’s (2009) and Matsuda’s (2011) study, the EIL material
has to accept that English is used as a lingua franca in the international context, so it needs to be aware of respecting learners’ local culture in an international
communication.
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Erling (2005), English in the era of EIL is the common core of English where it covers the varieties of English today. Therefore, an EIL approach is reflected through the L2 – L2 interaction (Matsuda, 2011).
In the era of EIL, there are two points of EIL approach which need to be reflected in the EIL material. The first is the acceptance of English varieties today. In order to design an EIL material, the material needs to show English varieties today which in fact exist in the expanding circle countries (Matsuda, 2011). The second, the EIL material needs to show that English is a lingua franca even in L2 – L2 communication (Erling, 2005). The L2 – L2 interaction is an important point to reflect an EIL approach, including the cultural content in the EIL teaching material (Matsuda, 2011). Lead by the previous research conducted by Coskun (2009), Erling (2005), and Matsuda (2011), I conduct a study to answer the research question about to what extent the EIL material reflects an EIL approach.
METHODOLOGY
This study will analyze to what extent the EIL material reflects an EIL approach. To attempt this study I use qualitative research, since the data analyzed in this study deals with words (Zacharias, 2011). All the detail information from the data, the lesson plan, teaching material, and reflection journal, is the form of words. Therefore, the qualitative research will be effective for this study.
Context of the study
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(SWCU). SWCU is a private university which is located in Salatiga, a small town in Central Java Province, Indonesia. I chose English Department because it has a micro teaching class. Micro teaching class is a two hour credit course class which is taken by the undergraduate students in their sixth or seventh semester to prepare them to teach English in their teaching practicum in the following semester.
For the specific context, I choose a micro teaching class which concern with EIL pedagogy. This course is one of the courses opened in the first semester of the year 2011 – 2012 and the only micro teaching class which required the students to deal with EIL pedagogy. There were twelve students enrolled in this class. All of them were the seventh semester students who would conduct a teaching practicum in the following semester. All the students had to designed EIL material and practice their teaching material in a mini teaching. The teaching material and the lesson plan which was designed by the student teachers will be my data for this study.
Participants
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However, I found one EIL material, Rusana’s EIL material, designed for the
first mini teaching which directly reflects an EIL approach, so I chose Rusana’s EIL
material which is designed for the first mini teaching to be part of the data analysis. There were twelve student teachers, included me, in this EIL micro teaching class. I excluded my EIL material for this study to make an objective analysis, and I collected the data from ten student teachers since these ten student teachers had complete data for this study.
Before I come to the data analysis, I would like to give the general information about the personal background of the participants. I arranged the participants based on their first language (L1) and ethnicity to make it easier to be arranged. The L1 here means their mother tongue, the language the learned first that means the language which the participants grew up with.
No. Pseudonyms Gender Age Ethnicity Language Spoken
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English
8 Rum F 21 Javanese Javanese Indonesian
English
9 Lala F 22 Javanese Javanese Indonesian
English
10 Atma M 22 Javanese Javanese Indonesian
English Instrument of data collection
Since this study will analyze to what extent the EIL material reflects an EIL approach, it copes with the lesson plan, teaching material, and reflection journal as the data. To reach the purpose of the analysis, this study used diaries observation to collect the data. Through the diaries observation, the lesson plan, teaching material, and reflection journal is analyzed in order to collect the data for this study.
Procedure of data collection
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The next step, I highlighted the EIL approach reflected in the EIL materials. I use one color to highlight one approach based on McKay’s EIL criteria which restated
by Matsuda (Matsuda, 2011). From this step I found three components of EIL approach reflected in the EIL material:
1. providing the example of English varieties today, 2. exemplifying L2 – L2 interaction, and
3. having a cultural context.
Based on the three component of EIL approach reflected in the twenty EIL materials, I decided to develop three categories, same as the component defined in the EIL material, as the framework of the analysis to what extent the EIL material reflects an EIL approach.
In order to get data easier I divided the EIL materials based on the categories. The EIL materials which were analyzed consist of the following data:
1. the teaching material completed with teaching activity and the AVA such as picture, power point presentation, or game procedures, and the review of the lesson,
2. assessment to check how far the students’ reach the teaching objective included the recording for the listening activity,
3. lesson plans that explain the teaching procedure in detail and the teaching instruction.
Finally I analyzed the EIL material, as the primary data, completed by the reflection journal for each EIL material. The reflection journal is the student teachers’
journal consist of the student teachers’ reason in choosing the topic to design an EIL
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conducting the EIL teaching activity, their class room observation, and their reflection about the EIL teaching activity and the EIL material they have designed. This three page reflection journals, or more or less 1000 – 1500 word journals, supported the primary data as the secondary data for this study. Latter, I analyze the findings in order to aim to what extent the EIL teaching material reflects an EIL approach, one category by one category. And finally this study comes with the finding and discussion in order to aim the analysis about to what extent the EIL material reflects an EIL approach.
FINDINGS AND DISCUSSION
Since this study aims to what extent the EIL material reflects an EIL approach, we need to define the criteria of EIL approach. This study adapted three McKay’s criteria which are restated by Matsuda as the key principle of EIL material development. The criteria to what extent the EIL material reflects EIL approaches in this study are: (1) include examples of English varieties today, (2) exemplify L2 – L2 interaction and (3) have culture context in the EIL material (Matsuda, 2011). Those three criteria will be the theme of the analysis in this study to aim to what extent the EIL material reflects an EIL approach.
Include examples of English varieties today
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high school which is designed for the second mini teaching. Lala’s EIL material uses a popular song entitled Price Tag which is sung by the origin singer, Jessie J, an
American singer, and the duet two Thai singers
(http://www.youtube.com/wathc/v=Gay9P9pho5k&feature=related). Here, we find two example of English varieties today: the original song which is sung by an American and another version of the song which is sung by two Thai people.
In the following data, we can find the example of English varieties today which reflect an EIL approach in Lala’s EIL material:
Objective:
By the end of the lesson, the students will be able to understand dropped syllable in different accent by given song in Thai and American accent title “Price tag”.
Activity:
- Ask the students to listen to the “Price Tag” sung by Thai singers - List dropped syllables which are found in the song.
- Ask the student listen to the second video (American accent) and ask them to compare it with the first video.
(Lala’s 2nd Lesson Plan, 2012) Beside the teaching objective and the teaching activity, Lala’s EIL material provides
the lyrics of Price Tag (Appendix 1). Moreover, the teaching activity requires the learners to compare the original version of the song, which is sung by an American singer and another version which is sung by Thai singers. At the same time, Lala’s
reflection journal emphasized that this EIL material focus on providing examples of English varieties today (Lala’s 2nd Reflection Journal, 2012).
Lala’s EIL material obtains a reflection of EIL approach through providing
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reflects an EIL approach since in the era of EIL English is an international language, no longer belongs solely to the inner circle speakers (Matsuda, 2011). Moreover, the teaching activity asks the students to listen to the song which is sung by Thai singers first, rather than the original version, before requiring them to list the dropped syllables to emphasize the English variety today. This condition leads to a reflection of EIL where including the example of English varieties today to give the learners a chance to raise their awareness of English varieties and accommodates the learners to improve their listening skill to the English variety which exists in the expanding circle country (Matsuda, 2011).
The second data which reflects an EIL approach through including the example of English varieties today is Rum’s EIL material for the third mini teaching. Rum’s EIL material is a listening material for the first grade of senior high school.
The variety of English today is shown through the listening activity where Rum’s EIL
material provides a recorded dialogue spoken by four Indonesians. Moreover, there’s also local vocabularies found in the dialogue. Although the objective of Rum’s EIL
material aims the learners to complete the dialogue (Rum’s Lesson Plan, 2012), rather
than pay attention to the English variety, Rum’s EIL material provides an example of English variety today which reflects an EIL approach.
In the following data we can find the dialogue spoken by four Indonesian as the example of an English variety:
Teaching objective:
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Working Sheet
.... ... .... ....
Lily : Well, it’s just a ga e. A y ay, y f ie d had just o e a k f o Pale a g a d he brought me many mpek-mpek. Come to my house this evening to taste it.
Dhani: Wow! That’s y fa o ite food. Is he a athlete?
The speakers in the conversation recorded, Dhani, Ana, Widya and Lily, were actually other student teachers from the EIL micro teaching class. Based on Rum’s reflection journal, this teaching material is an EIL material because she designed it by herself based on what was happening in Indonesia, where she and the learners live, and moreover the dialogue is spoken by her friends, who are Indonesians (Rum’s 3rd
reflection journal, 2012).
Rum’s EIL material shows a reflection of EIL approach by including the
example of an English variety in the listening activity. Through the listening activity, the learners will listen carefully in order to complete the dialogue. Therefore, the listening activity accommodates the learners to improve their listening skill when they have to listen to a dialogue spoken by Indonesian. At the same time the recorded dialogue spoken by Indonesians in Rum’s EIL material also gives the learners chance to be aware of the use of English in expanding circle area (Matsuda, 2011), especially
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in Indonesia. In addition, Rum’s EIL material directly provides an example of an
English variety today. As a result, in Rum’s EIL material, an EIL approach is reflected in the dialogue spoken by Indonesians as the example of English variety today.
From Lala’s and Rum’s EIL material, we learn that an EIL approach is
reflected through the example of English varieties today. When the EIL material includes the example of English varieties today, the EIL material raises the learners’ awareness of the existence of English varieties in the era of EIL (Matsuda, 2011). Based on Lala’s and Rum’s EIL materials, the learners are accommodated to improve
their communication skill, especially the listening skill. Furthermore as a lingua franca, English in the era of EIL spoken by L2 speakers which creates varieties, but there’s equality between one variety and the others (Erling, 2005). Through the
example of English variety today included in the EIL material, the EIL material shows the equality between one English variety and the others, even between the varieties in the inner circle countries and the varieties in the expanding circle countries. Moreover, the example of English varieties today included in the EIL teaching material shows the acceptance of the English varieties today as an EIL approach (Hiep, 2006). Therefore, the EIL materials which include the example of English varieties today obtain an EIL approach.
Exemplify L2 – L2 interaction
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but also between L2 and L2 (Erling, 2005). From twenty teaching material I found two EIL materials which directly exemplify L2 – L2 interaction and also L2 – L1 interaction. The first data is Rusana’s EIL material which is designed to teach
listening for the first semester of English Department college students. The interaction between L2 – L2 interaction is exemplified in the form of recorded dialogue of two Javanese, one of ethnic groups in Indonesia. The two Javanese, in the dialogue, talk about their favorite food and the learners have to complete the dialogue. Since, the two people speak in the dialogue are Javanese, they do not speak English as their L1. Here, the conversation exemplifies L2 –L2 interaction in Rusana’s EIL material.
From the data below, we can find the L2 – L2 interaction in Rusana’s EIL material:
…. …. …
Yati: “I see. By the way, what do you have in your refrigerator?”
Wati: “ok, let’s open it; there are a lot of thing. There are a lot of ______ and _____. What else? Hmm I have a piece of _________. And I always have plenty of fresh vegetable like ______, ______, and ________. I usually eat a little meat, but I really love fried rice with a few of petai inside and also fresh salad with _____.”
…. …. ….
(Rusana’s 1st
Lesson Plan, 2012)
Moreover, Rusana also stated in her reflection journal that the listening activity will help the learners to listen to an English conversation spoken by L2 speakers (Rusana’s
1st Reflection Journal, 2012).
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Javanese, the L2 – L2 interaction is exposed as part of communication in the era of EIL. According to Matsuda, L2 – L2 interaction in the EIL teaching material shows the role of English as a lingua franca in the era of EIL, even in L2 – L2 interaction. Since the dialogue is a listening activity, at the same time Rusana’s EIL material also
give a chance for the learners to improve their listening skill in L2 – L2 interaction (Matsuda, 2011). Rusana’s EIL material also reflected an EIL approach through L2 –
L2 interaction because L2 – L2 interaction is part of EIL where English even spoken by more speakers rather than in the inner circle (Erling, 2005). Since the countries in the expanding circle has various mother tongue, English is spoken as a lingua franca to facilitate the communication between one expanding circle country and other countries in the era of EIL. Therefore, L2 – L2 interaction in Rusana’s EIL material reflects an EIL approach.
Although this study points out that the reflection of an EIL approach is reflected through the EIL material which exemplifies the L2 – L2 interaction, L2 – L1 interaction still has an important role in reflecting an EIL approach. In the era of EIL, English has a role as umbrella where the varieties of English covered under it includes L2 – L1 interaction (Erling, 2005). The interaction between L2 – L1 in the EIL material is even possible to show the equality of L2 and L1 in an interaction. Therefore, the L2 – L1 interaction is also discussed as the reflection of EIL approach in this study.
The EIL material which exemplifies L2 – L1 as the reflection of EIL approach is Lida’s EIL material which is designed for the second mini teaching. Lida’s EIL
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required to give their opinion about Indonesian culture and American culture (Lida’s
2nd Reflection journal, 2012). Lida’s EIL material has a conversation between an Indonesian and an American which shows the example of L2 – L1 interaction in the actual interaction. Through this conversation, we can see how the L2 – L1 reflects an EIL approach.
In the following data, we can find an EIL approach which is reflected in L2 – L1 interaction:
The conversation between L2 (Indonesian) and the L1 (American) in Lida’s EIL
material aims to shows a cross cultural interaction in the era of EIL (Lida’s 2nd
Reflfection Journal, 2012).
Lida’s EIL material attempts to reflect an EIL material through a conversation
which exemplifies L2 – L1 interaction. The conversation in Lida’s EIL material directly shows that in the cross cultural interaction, between L2 speaker, Arinda, an Indonesian, and L1 speaker, Bob, an American, that there’s a different culture between L2 and L1. However, when they communicate in English, the L2 is equal to L1. According to Matsuda (2011), in the era of EIL, English no longer belongs solely Arinda : I really hate it when people say, “Tell me what you think about the U.S”
Bob : Why is that? After all, they’re just trying to be friendly and start a conversation. Arinda : Well, I don’t see it that way. Why are they all so interested in what I think?
Bob : Cut it out, Rinda! This is America, the land of individual. I mean, you are a foreigner and people want to know your opinion.
Arinda : Yeah, Bob. But what if I say something that offends them? They’d probably get mad. Then what?
Bob : Tough luck! They ask you for your opinion, and you tell them. If they don’t like it, then
that’s their problem.
(Lida’s 2nd
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to the inner circle speaker (L1), but it is also equally spoken by the expanding circle speakers. Lida’s material also obtains that there’s a different style of communication
between L2 and L1, but it shows that the difference doesn’t make L1 is in the higher
position compare to L2 or the opposite. The condition in the shows that the EIL material gives a chance to the learners to be aware of the status of English as lingua franca in the EIL era (Erling, 2005). As a result, Lida’s EIL material reflects an EIL
approach through the L2 – L1 interaction.
Based on Rusana’s and Lida’s EIL material we learn that an EIL approach is
reflected through the EIL materials which exemplify L2 – L2 interaction and L2 – L1 interaction. The interaction between L2 and L2 reflects that in the era of EIL English is spoken as lingua franca even between the expanding circle speakers. Moreover, it also gives the learners a chance to improve their communication skill when they have to communicate in L2 – L2 interaction (Matsuda, 2011). At the same times, the L2 – L2 interaction is an important point since in the era or EIL there are even more English speakers in the expanding circler countries (Erling, 2005). Therefore, Rusana’s EIL material which exemplifies the L2 – L2 interaction reflects an EIL approach.
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raise the learners’ awareness of the cross cultural communication in the era of EIL. Since the interaction between L2 and L1 is part of the communication in the era of EIL (Coskun, 2009), Lida’s EIL material reflects an EIL approach through the L2 –
L1 interaction.
Have cultural content
The last approach reflected in the EIL material which is discussed in this study is that the EIL material has a cultural content. Through the cultural content in the EIL material, the EIL material obtains to show respect to the learners’ local culture (Matsuda, 2011). Before this study discusses an EIL reflection through the cultural content in the EIL material, we need to have the same perception of local culture discussed in this study. The local culture discussed in this study refers to the culture which exists around the student teachers and the learners, including the student teachers’ and the learners’ ethnic culture.
20 1. Exclusively use local culture only
There are three EIL materials exclusively use learners’ local culture only in
order to reflect an EIL approach. Two of the three EIL materials are speaking EIL materials, while the rest is a reading EIL material. This discussion will come first with the EIL speaking materials which are designed by Nora and Rusana. Nora’s EIL
material is a speaking material which requires the learners to have a simple presentation about the wedding ceremony they know based on the example given by the EIL teaching material. Nora’s EIL material is a third grade speaking material
which is designed for the second mini teaching. While Rusana’s EIL material requires the learners to retell a story about wayang, a Javanese traditional puppet show, based on a mute video provided in the EIL material. Rusana’s EIL material is also a third
grade speaking material for the second mini teaching.
In the following data, we can find Nora’s and Rusana EIL material which exclusively use local culture in order to reflect an EIL approach:
Teaching objective:
At the end of the class, students will know various kinds of wedding customs in Indonesia.
Activity:
Present a traditional wedding ceremony you know in a group! (Nora’s 2nd
Lesson Plan, 2012) By the end of the lesson, the students will be able to communicate narrative story in form of storytelling in a sequence by given a mute video of Wayang.
(Rusana’s 2nd
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To help the learners do the teaching activity in order to reach the objective, Nora’s
EIL material provides the example of Sumbanese, an ethnic group in the eastern Indonesia, wedding ceremony (Appendix 2). While Rusana’s EIL material provides a
mute video of wayang in order to give the learners a clear picture about the story they have to retell. Both Nora’s and Rusana’s EIL material expose local culture to the learners in order to reflect an EIL approach (Nora’s and Rusana’s 2nd
Reflection Journal, 2012).
Nora’s and Rusana’s EIL material obtain the reflection of EIL approach
through exclusively presenting learners’ local culture only in their EIL material. When the EIL material exclusively present learners’ local culture, the learners’ local
culture is given a room to be exposed in the EIL teaching – learning activity, it shows that the learners’ local culture is part of the culture in the era of EIL (Erling, 2005). Thus means an acceptance to the learners’ local culture which shows a respect to the
local culture. According to Matsuda (2011), presenting learners’ local culture shows
respect to the learners’ local culture, which actually a reflection of an EIL approaches in the EIL material. Therefore, based on Nora’s and Rusana’s speaking EIL material an EIL approach is reflected through exposing learners’ exclusively which at the same
time show respect to the learners’ local culture.
While the third data is Nora’s EIL material for the third mini teaching. Nora’s
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to expose the learners’ local culture through the folk tale in order to raise the learners’
awareness of their local culture (Nora 3rd Reflcetion Journal, 2012). The cultural content can be found in the story of “Bawang Merah, Bawang Putih” and “Keong
Mas” (Appendix 3) two popular local folk tale in Indonesias.
Nora’s EIL material implements an EIL approach through presenting local folk tale in a narrative reading material. The use of local folk tale in this EIL material gives the local folk tale in Indonesia, as part of the learners’ local culture, to be
exposed in the EIL pedagogy. The learners’ local folktale in Nora’s EIL material shows a respect to the existence of the folk tale as part of learners’ local culture. The local folk tales, as part of local culture appears and exists in the EIL context, especially used as a teaching material shows the equality to other folk tales (Erling, 2005). The use of local folk tales here also shows that the local culture can be part of culture existed in the era of EIL (Matsuda, 2011). For that reason, Nora’s EIL reading material reflects an EIL approach through presenting local folk tales which shows respect to the folk tale as part of learners’ local culture.
From the three EIL materials which exclusively use local culture only, we find that exclusively presenting local culture show a respect to the learners’ local culture is a reflection of an EIL approach. According to Matsuda (2011), presenting learners’
local culture is a reflection of an EIL approach because it shows respect to learners’
local culture. Moreover, presenting learners’ local culture also gives a room to the learners’ local culture in to be appreciated and to be part of culture in the EIL
23 2. Use local culture and inner circle culture
There are two EIL materials use learners’ local culture and the inner circle
culture at the same time. The first data is Atma’s EIL material which is designed for
the third mini teaching. Atma’s EIL material is a report writing material for the first grade of senior high school. The learners’ local culture in Atma’s EIL material is
Indonesian traditional snacks which is the main theme of this EIL report writing material. While the inner circle culture is the presence of imagery character, an alien, who wants to eat Indonesian traditional snacks as part of the instruction in the teaching activity. The line story of an alien who wants to eat Indonesian traditional snacks in Atma’s EIL material represents the use of learners’ local culture and the
inner circle culture in this EIL material.
In the following data, we can find the use of learners’ local culture and the
inner circle culture in Atma’s EIL material:
The use of alien and Indonesian traditional food in this EIL teaching material symbolizes the western, as the inner circle, and learners’ local culture. The word alien has a close meaning as an adjective to the words foreign, overseas, and external
The pictures of Indonesian traditional snacks which should be the object of the students’ report writing
- The alien was hungry, but had no idea about what it should eat at that time. Can you write a report text about the food?
(Atma’s 3rd
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(Thesaurus, 2008). Simply we can define the word alien here is something connected to foreign country or out of the society. The use of alien bears a new sense of an outer space creature, which is an imagery character in this EIL teaching material. The imagination of outer space creature or alien is part of western culture, while Indonesian traditional snacks are part of Indonesian culture or the learners’ local culture (Atma’s 3rd
Reflection Journal, 2012).
From Atma’s EIL material we learn that the use of learners’ local culture and
inner circle culture as a reflection of an EIL approach. Through Atma’s EIL material, we get a picture about the relationship between the learners’ local culture and the
inner circle culture. Both cultures are different, but it doesn’t mean that one culture
has higher value than the other (Erling, 2005). The illustration of an alien who wants to eat Indonesian traditional snacks who needs a detail description about the snacks in Atam’s EIL material represents the inner circle acceptance to the learners’ local
culture. The acceptance to the learners’ local culture reflects an EIL approach where the EIL material respects the learners’ local culture (Matsuda, 2011). Through the
story line of a hungry alien who wants to eat Indonesian traditional snacks, Atma tried to reflect an EIL approach because it shows that the inner circle respect the learners’ local culture.
The second EIL material which uses learners’ local culture and the inner circle
is Kero’s EIL material which is designed for the third mini teaching. Kero’s EIL
material is a writing EIL material which requires the students to write their opinion about which the food they like. The learners’ local culture in this material represents
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Kero’s EIL material provides some pictures of Indonesian food and western food which are almost similar, to be the topic of the learners’ writing activity.
The use of learners’ local culture and the inner circle culture can be found in
the following data:
& & Danke Cheese Sate Barbeque
The teaching objective:
By using and responding the expression of like and dislike, students will be able to make a paragraph based on the expression.
(Kero’s 3rd
Lesson Plan, 2012)
Through Indonesian food, as the learners’ local culture, and western food, as the inner
circle culture, Kero’s EIL material puts the learners’ local culture and the inner circle
culture in equality, without any judgment which one is better (Kero’s 3rd
Reflection Journal, 2012).
Based on Kero’s EIL material, the EIL approach is reflected through the use of
learners’ local culture and inner circle culture. Kero’s EIL material displays
Indonesian food and western food without any judgment and has an activity that let the learners’ to think about the food and write a paragraph to explain their reason
which one they like the most. Kero’s EIL material reflects an EIL approach through the activity since it shows the acceptance of cultures, learners’ local culture and inner
26
2005). Moreover, it shows respect to the learners’ local culture since Kero’s material
put the cultures equally without any judgment (Matsuda, 2011). Through Kero’s EIL
material an EIL approach is reflected in the use of learners’ local culture and the inner circle culture which put the culture in equality.
From Atma’s and Kero’s material we learn that an EIL approach can be
reflected through the use of learners’ local culture and inner circle culture. Atma’s
EIL material emphasizes the acceptance of learners’ local culture by the inner circle culture. Although the cultures are different, the inner circle accepts the existence of learners’ local culture in the EIL material (Erling, 2005). At the same time, Kero’s
EIL material emphasizes the equality of learners’ local culture and inner circle culture by putting them equally in the EIL material. The equality between learners’ local
culture and inner circle culture shows that English in the era of EIL is an international lingua franca which accepts the learners’ local culture and the inner circle culture
equally (Hiep, 2006). Both Atma’s and Kero’s EIL materials also shows respect to the
learners’ local culture since there’s no judgment in accepting the culture (Matsuda,
2011). Therefore, through Atma’s and Kero’s EIL material we find out that an EIL approach is reflected through the use of learners’ local culture and inner circle culture
which shows respect to the learners’ local culture.
3. Use local culture and other expanding circle culture
The last point of reflecting an EIL approach through the EIL material which has cultural content is the use of learners’ local culture and other expanding circle
27 through displaying extreme cultures from Indonesia and from Thailand and China. Atma’s EIL material is a second grade of senior high school EIL speaking material
which requires the student to give their opinion about the extreme cultures displayed. In the following data we can find the use of learners’ local culture and the
other expanding circle cultures to reflect an EIL approach in Atma’s EIL material:
In Atma’s EIL material we can find that the extreme culture from Indonesia, taken from the culture of long ear in Kalimantan, Thailand long neck, and Chinese small feet is displayed as the topic of a speaking activity. This EIL material also provided an article for each culture which is discussed to acknowledge the learners about the culture. Moreover, Atma’s EIL material is designed to acknowledge the learners’
about the extreme culture and help them to think about the extreme culture critically without any judgment (Atma’s 2nd Reflection Journal, 2012).
Atma’s EIL material obtains learners’ local culture and other expanding circle
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culture are from the expanding circle countries, it shows the learners that English is even mostly use in the expanding circle area (Hiep, 2006). Moreover, putting the learners’ local culture and the other expanding circle culture equally shows the respect not only to the local culture, but also the other expanding culture. Since in the era of EIL English has a role as an umbrella with various cultures under it (Erling, 2005). Atma’s EIL material also aims to acknowledge the learners’ about the extreme culture
as part the learners local culture and the other expanding circle culture, it shows an acceptance to the culture (Hino, 2009). Atma’s EIL material gives a chance to the
learners to think about the culture critically rather than judge the culture. It shows respect to the cultures through the use of learners’ local culture and the other expanding circle cultures (Matsuda, 2011).
From Atma’s EIL material we learn that an EIL material is reflected through
the use of learners’ local culture and the other expanding circle cultures. Beside it
shows the acceptance to the culture, it shows the equality of culture in the era of EIL (Erling, 2005). Moreover, through Atma’s EIL material the learners’ get a chance to
think about the culture critically rather than judge the culture (Hino, 2009). An EIL approach is also reflected through the EIL material which uses learners’ local culture and the other expanding circle cultures to show respect to the cultures, especially the learners’ local culture (Matsuda, 2011). Therefore, Atma’s EIL material reflects an
29
CONCLUSION
This study aims to analyze to what extent the EIL material reflects an EIL approach. The analysis to the EIL teaching material which is designed for an EIL micro teaching class has found that there are three EIL approaches reflected in the EIL teaching material. The three EIL approaches reflected in the EIL teaching material designed for an EIL micro teaching class are: (1) giving the example of English varieties today, (2) exemplifying L2 – L2 interaction, and (3) having cultural content. These criteria are developed based on McKay’s EIL teaching material criteria which are restated by Matsuda (Matsuda, 2011).
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facilitate a communication not only between L2 – L1, and also L2 – L2. As a lingua franca, English in the era of EIL emphasized the communication side.
The third EIL approach reflected in the EIL teaching material is the use of cultural content in the EIL material. The cultural content in the EIL material is the main idea of the EIL material in the EIL micro teaching class. There are various culture appears in the EIL materials designed for the EIL micro teaching class, however this study focuses on three point discussed in this study to analyze the cultural content in the EIL material which shows respect to learners’ local culture: (1) use exclusively local culture only, (2) use local culture and inner circle culture, and (3) use local culture and other expanding circle cultures. Through the cultural content in the EIL material, the EIL material reflects an EIL approach since the EIL material shows respect the learners’ local culture and give the learners’ a chance to think about
the culture critically rather than judge the culture.
As mentioned earlier that there are various cultures appear in the EIL material. Nevertheless, this study focuses only on the cultural content which directly reflects respect to the learners’ local culture. I could not analyze the specific purpose of the
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ACKNOWLEDGEMENT
32
REFERENCES
Coskun, A. 2009. EIL in an Actual Lesson. English as an International Language Journal, 5, 73 – 80.
Erlimg, E. 2005. The Many Names of English. English as an International Language Journal, 8, 40 – 46.
Hino, N. 2009. The teaching of English as an International Language in Japan : An answer to the dilemma of indigenous values and global needs in the
Expanding Circle. Osaka University.
Hiep, P. 2006. The Global Spread of English : Ethical and Pedagogic Concerns for ESL/EFL Teachers. The Journal of Asia TEFL,3, 21 – 37.
Jenkins, J. 2006. Current Perspective on Teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40, 175 – 181.
Lea, D. Ed. 2008.Oxford Learner’s Thesaurus, a Dictionary of Synonyms (5th ed.). New York : Oxford University Press.
Matsuda, A. 2011. Principles and Practices of Teaching English as an International Language. Great Britain: Datapage International Limited.
Nunn, R. 2005. Redefining Communicative Competence for International and Local Communities. Asian EFL Journal, 9, 77 – 110.
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34 “Price Tag” Lyric
Okay,
Coconut man, moon heads, and pea You ready
Seems like everybody got a price I wonder how they sleep at night When the sale come first
And the truth comes second Just stop for a minute and smile Why everybody so serious?
We are paying with love tonight. It is not about money, money, money We do not need your money, money, money
We just want to make the world dance Forget about the price tag
Money cannot buy us happiness Can we all slow down?
And enjoy right now
Guarantee we will be feeling alright
Everybody look to their left
Everybody look to their right Can you feel that?
Yeah..
We are paying with love tonight.
It is not about money, money, money We do not need your money, money, money
We just want to make the world dance Forget about the price tag
Well, keep the price tag and take the cash back
Just give me six strings and a half stack And you can keep the cars leave me the garage
And all I,
Yes all I need are keys and guitars
And its with in the 30 seconds I am leaving to mars
Yeah we leaping across these undefeatable
odds
Waiting to see this in the sign of defeat Uh uh..
So we going to keep everybody moving their feet
So bring back the beat and then everybody sing..
It is not about money, money, money We do not need your money, money, money
36 APPENDIX 3
Keong Emas
There are several version of Keong Emas legend in Indonesia. The most common one is the legend describes the romance, the seperation and reunion of Raden Panji Asmoro Bangun and his wife; Dewi Sekartaji. It all starts when the king of Antah Berantah kingdom desires to take Dewi Sekartaji his wife, and to do so he kidnapped her. Fortunately, the god Batara Narada saved Dewi Sekartaji by changing her into a golden snail. The god told Keong Emas to drift along the river in order to find her husband, Raden Panji Asmoro Bangun.
One day a poor old widow, Mbok Rondo Dadapan, who always fished along the river, found the golden snail and took it home as a pet. There, she put the snail in a jar and took good care of it. All of sudden, the unexpected good things took place in Mbok Rondo’s live.
Coming back from her daily fishing, she would find delicious dishes on the table and the house is cleaned. She wondered who had been so nice to take care of her house, to do the cooking and house chores. This strange event went on for several days, she could not resist to find out who was the mysterious and kind person was. So, one day, instead of fishing, she peeped through a hole in the wall of her house.
After waiting and hiding, finally she saw an amazing scene. She saw a beautiful princess coming out of the jar and starting to clean the house and preparing the meal.
The next day, the same thing happenened. Without wasting any time Mbok Rondo rushed into the house and smashed the jar altogether with snail shell in it with stone mortar. The homeless Dewi Sekartaji could not turn back into a snail shell, and the magic spell was broken. She was then adopted by Mbok Rondo as her daughter.
Meanwhile, Raden Panji Asmoro Bangun searching for his wife. He wandered from one village to another, finally reaching Dadapan village where he found his beloved wife. Filled with happines and love, they went back to their kingdom, taking along good old Mbok Rondo.
