Dr. Sudar, M.Pd
Dr. Junaedi Setiyono, M.Pd
Published by:
English Education Program
Assalamu’alaikum Wr. Wb
Ladies and gentlemen, good morning
First of all, let’s thank to Allah SWT, the Almighty God, who has blessed us with good health and will so that we can assemble here in The First English Language Teaching and Learning Conference (ELTiC) 2016 with the theme of English Learning in 21st Century: Its Trends and Challenges to Face ASEAN Economic Community. May shalawat and salam be upon the holy propet and the messenger of God, Muhammad SAW.
Ladies and gentlemen, in this opportunity I would like to say welcome to Purworejo Muhammadiyah University and also to express my thankfulness to everyone in this room who has responded to our invitation either as speakers, presenters, or as participants especially to the keynote speakers Prof Suwarsih Madya from Yogyakarta State University, Dr. Sudar from Purworejo Muhammadiyah University, and John Larsen from University of Redlands, USA who has covered a very long distance to come to this small town, Purworejo and share their valuable ideas and experiences as great educator.
Ladies and gentlemen, English learning is a crucial issue in education especially to face ASEAN Economic Community in 2016. In a global world, the mastery of English is a compulsory skill as an additional weapon to compete. The English learning should take important part so that the Indonesians can succeed competing with others to face ASEAN economic era at the moment.
Therefore, I am optimistic that this conference will contribute a lot to the effort of improving our Education in general and English skills in particular.
In this opportunity I also want to give my deepest appreciation to the committee who has worked hard to organize this program, and I hope that the experience of organizing this conference will become a valuable asset of your life.
To keynote speakers, presenters, and all participants, I would like to express my apology if there is any inconvenience during this conference, and on behalf of Purworejo Muhammadiyah University, I wish you an inspiring and meaningful conference. Thank you Wassalamu’alaikum Wr. Wb.
Purworejo, 30th August 2016
Drs. H. Supriyono, M.Pd.
Ladies and gentleman
Let’s state our graduate to Allah SWT who gives us chances to gather here, in this
conference let’s also send our sholawat and salam to respect our beloved prophet Muhammad
SAW.
On behalf of the ELTIC committee, I would like to welcome you in our first National
conference on education at Purworejo Muhammadiyah University. The theme of this year
conference is Reforming New Paradigms towards More Integrated Education. ELTIC aims at people who work in the educational sector and we’re very delighted that this year conference has attracted many lecturers, teachers, students various regions in Indonesia. There will be 19
papers plus 3 articles from 3 keynote speakers to be presented in 1 plenary session and 4
parallel sessions. Those papers are from various fields of study, such as English Education,
Literature and Linguistics.
I would also like to thank the Rector of the Purworejo Muhammadiyah University, the
Dean of Faculty of Teacher Training and Education, and the Head of English Education
Program for their support. I also feel grateful to the keynote speakers, Prof. Suwarsih Madya,
Ph.D. form Yogyakarta State University, Dr. Sudar from Purworejo Muhammadiyah
University and John Larsen from University of Redlands USA, for accepting our invitation
and sharing their depth-understanding on educational issues in Indonesia. I also thank to all
of presenters and participants who are willing to take part in this conference.
Last, I also want to express my sincere gratitude to all members of Eltic committee
who have been working hard from January, 2016 until today and of course tomorrow.
Finally I hope that this conference will give you insightfulness idea an opinion on
education, especially teaching on Literature and Linguistics.
Thank You.
Purworejo, 30th August 2016
Titi Rokhayati, M.Pd.
Welcome Speech from the Rector ... i Chairperson’s Speech ... ii Table of Contents ... iii
English Learning In The 21st Century: Its Trends In Curriculum Challenges To Face The Acean Economic Communityvi-xxxi
Prof. Suwarsih Madya, Ph.D
English For Multicultural Society Integrated To Asean Economic
Community (AEC) ... xxxii-xxxviii Dr. Sudar, M.Pd.
English: A Bridge Between The Aec And The Global Community ... xxxix-xIii John Larsen
The Use Of Web-Based Exam (Wbe) To Optimize
Students’ Testing Result ... 1-6 Abdul Ngafif
The Implementation Of Cooperative Learning Method To Improve Speaking Skill Of Local Villagers In Kampung
Wisata Inggris Kebumen ... 7-12 Agung Septyono
The Causes Of Efl Students’ Difficulties In Writing English... 13-20 Dwi Warry Octaviana
Teaching Introduction To Linguistics Through Simple Pechakucha
Presentation ... 21-25 Erna Wardani
The Implementation Of Innovative And Creative Model In English Language Teaching
(A Study Conducted in SD Secang 1 Magelang Regency) ... 26-31 Farikah
Speaking Problems In English Communication ... 32-37 Fika Megawati, Vidya Mandaran
The Use Of Literature In Studying Language ... 38-44 Heru Purwanto
of National Examination 2014 Of Senior High School To
the English Context Of Culture And Situation ... 55-65 Juita Triana, Sri Widodo, Andrian Nuriza Johan
Implementing Tblt (Task-Based Language Teaching) For The Indonesian-English Translation Class
Of English Education Department’s Students ... 66-80 Junaedi Setiyono
Making Students Active Through Active Learning ... 81-90 Menik Widiyati
Teaching Environmental Issues Through Literature ... 91-96 Mia Fitria Agustina, M. A.
Improving Students’ Writing Skill On Hortatory Exposition Texts Through Four Square Writing Method (Fswm) At Class Xi Ipa-1 Of Sma Negeri 9 Purworejo
In The Academic Year Of 2015/2016 ... 97-108
Muh Kuntoaji, S.Pd., M.Pd.B.I
Optimalizing Interactive Video Voice Command Technology Through Scientific Approach To Enhance Students’ Listening Proficiency In The 2013 Curriculum Implementation Of
SMAN 1 Purwareja Klampok ... 109-120 Puput Gunadi
Teaching Strategies Applied By Speaking Lecturers To Help Students Develop Their Speaking Skill (A Case At English Department Muhammadiyah
University Of Purworejo In Academic Year 2014/2015 ... 121-137 Semi Sukarni, Puspa Dewi
Teaching English To Young Learners Through ‘Prefabricated Routines’ ... 138-150 Sri Endang Kusmaryati, Siti Rochmiyati,
and Indiyah Prana Amertawengrum
Nonverbal Communication Used By English Teacher In The Classroom Of Smk N 1 Karanganyar
In The Academic Year Of 2015/2016 ... 151-163 Titi Rokhayati, Ani Nur Sangadah
Developing Interrelation Based English
Learning Model For Empowering Life Skill ... 164-167 Tusino
In The Academic Year Of 2015/2016 By Using Cooperative
Learning Model Type Jigsaw ... 168-174 Widayati, M.Pd.
The Importance Of Infusing Target Language’s Culture In Teaching English As A Foreign Language To Develop
Intercultural Communicative Competence ... 175-180 Zahrotul Muniroh
Acean Economic Community
By
Suwarsih Madya Yogyakarta State University
INTRODUCTION
Learning English in the 21st Century is more challenging than ever before and its developement can be seen in the English curriculum in the widest sense—its intention, plan, practice and outcomes. The challenge has been posed by the life context which can in fact been seen as layers with their own dynamic. This leads to another challenge posed by the educational paradigm shift, which allows more people and student participation and more research on learners, which has in turn necessitates the change of theories of teaching and learning and all related factors. The new view of learning and thus teaching has changed the role to be played by teachers’ role as learning facilitators, which is getting more and more challenging in this knowledge era. However, their role can be played more efiiciently adn effectively with the support of the advancements of information and communication tehcnology. All of this is illustrated in Figure 1.All of this will have some implications for the teaching of English in the context of facing the ASEAN Economic Community in which one of the agreements already reached is concerned with the free flow of skilld labour in seven professions.
This paper is aimed at exploring ideas to design the English language curriculum which is simultaneously relevant in the latest developments touched upon above and in the context of facing the challenge posed by the AEC.
Figure 1: The Factors Influencing the English Language Curriculum
English Language Curriculum
Layers of Contextual
Developments Paradigm ShiftsEducational
Theories of language,language
learning, and langauge teaching Advancements of
The teaching of English takes place in layers of contexts, each with its own demand. The real time context of the teaching of English is the classroom, with its greatest challenge of making students feel at home in it and highly motivated to learn to use English for communciation purposes. This will be related to the demand for more professional teachers with the mastery of the four areas competencies: the technical competencies, the pedagogical competencies, the personality competency, and the interpersonal competency. This demand might marry with the district/city demand due to the policy to boost tourism for economic development. Furthermore, the province might also pose a challenge, for example, in the case of the Special Territory of Yogyakarta, in which the teaching of three languages are expected to be appripriately balanced in terms of development. Nationally, the teaching odf English is expected to contribute to the national development to answer the challenge posed by the region and the world for a stronger standing among the nations in the region/world. For Indonesians, who are to uphold and observe the values of Pancasila or the Five State Principles of which the first is‘Belief in One and the Only God’, the spiritual context is to be the highest context which overviews all other contexts. This means that when Indonesians always remember that God watches them any time any where, they will behave well spiritually, morally, ethically, socially, and professionally. This framework of thinking is
illustrated in Figure 2.
Figure 2: Layers of Contexts of the Teaching of English in Indonesia
Hereafter
World
Asean
Indonesia Province
Classroo m/ school/ unversity
context
•Leagl mandates
•Theoretical perspectives
•Contextual considerations
• Legal mandates
• Uniqueness
• Vision-Mission
Legal mandates Open-Active Foreign Policy Natl. Devt.
Asean Vision & Mission
AEC
Global trends in all aspects
of life
Eternal happiness Or Eternal miserable
The field of education in Indonesia is still faced with problems of which one is concerned with quality. The solution of quality problems needs an orchestrated efforts of some should be made in teaching English as a foreign language. In this context, two big issues are morth raising: character education and academic achievement. The teaching of English can indirectly contribute to improvement of academic achievements since English is still the top in its position of being used in the web, as can be seen in Table 1 below. This means that anyone with a high level of English proficiency can access various types of information for their own development and improvement. The increasing language use in the web has been accelerated by the advancement of information and communication tehnology, which has stimulated some people to think about reformulating a new paradigm of learning. This will be taken up in the discussion of the paradigm shitf later.
Table 1: Top Languages Used in the Web – June 30, 2016
LANGUAGES 2,814,329,132 56.6 % 848.4 % 77.9 % 4,972,343,316
Rest of the
Languages 797,046,681 33.7 % 1,141.0 % 22.1 % 2,367,750,664
WORLD TOTAL3,611,375,813 49.2 % 900.4 % 100.0 % 7,340,093,980
Source: http://www.internetworldstats.com/stats7.htm
Concerning character education, the teaching of English can contribute to the development of students’ interpesonal communication ability, intercultural competence, critical thinking, tolerance of ambiguity, diligence, collaboration and cooperation ability, and responsibility. This is certainly related to the curriculum design and its implementation.
The Challenge in the ASEAN Context
the Philippines, Singapore, and Thailand. Five other countries joined the association later on as indicated in Table 1. When we hear ASEAN plus, the ‘plus’ refers to three associate members: China, Japan, and South Korea. The ASEAN area can be seen in the map below.
Table1: ASEAN Member Countries and Their Approximate Population
No. Country Date of Joining Population in
million
1. Indonesia 8 August 1967 248 m
2. Malaysia 8 August 1967 30 m
3. Philippines 8 August 1967 97 m
4. Singapore 8 August 1967 5 m
5. Thailand 8 August 1967 68 m
6. Brunei DS 7 January 1995 0.4 m
7. Viet Nam 28 July 1995 90 m
8. Lao PDR 23 July 1997 7 m
9. Myanmar 23 July 1997 65 m
10. Cambodia 30 April 1999 15 m
626 m
http://asean.org/asean/asean-member-states/ (Accessed on 28 August 2016)
Figure 3: The ASEAN Map and Colours
In relation the latest development in the ASEAN countries, it will be wise and good for teachers of English to possess a general knowledge about ASEAN with its aims and purposes, which are as follows:
The Philippines
Indonesia Malaysia Brunei DS Myanmar
Laos PDR
Cambdia Thailand
region through joint endeavors in the spirit of equality and partnership in order to strengthen the foundation for a prosperous and peaceful community of Southeast Asian Nations;
2. To promote regional peace and stability through abiding respect for justice and the rule of law in the relationship among countries of the region and adherence to the principles of the United Nations Charter;
3. To promote active collaboration and mutual assistance on matters of common interest in the economic, social, cultural, technical, scientific and administrative fields;
4. To provide assistance to each other in the form of training and research facilities in the educational, professional, technical and administrative spheres;
5. To collaborate more effectively for the greater utilization of their agriculture and industries, the expansion of their trade, including the study of the problems of international commodity trade, the improvement of their transportation and communications facilities and the raising of the living standards of their peoples;
6. To promote Southeast Asian studies; and
7. To maintain close and beneficial cooperation with existing international and regional organizations with similar aims and purposes, and explore all avenues for even closer cooperation among themselves. (ASEAN
In carrying out its programs, ASEAN is guided by the following fundamental principles: 1. Mutual respect for the independence, sovereignty, equality, territorial integrity, and national identity of
all nations;
2. The right of every State to lead its national existence free from external interference, subversion or coercion;
3. Non-interference in the internal affairs of one another; 4. Settlement of differences or disputes by peaceful manner; 5. Renunciation of the threat or use of force; and
6. Effective cooperation among themselves. (http://asean.org/asean/about-asean/overview/)
The Challenge posed by the ASEAN Economic Community
Figure 4: The ASEAN Map in the Asia-Pacific Region
The leaders of the ASEAN member countries have been committed to establish the ASEAN Community, with its three main pillars: the ASEAN Political-Security Community, the ASEAN Economic Community, and the ASEAN Socio-Cultural Community. This is illustrated in Figure5. The teaching of English is certainly included in the ASEAN Socio-Cultural Community with the outcomes being the ability to use it to communicate on ASEAN affairs.
Figure 5: The Three Pillars of the ASEAN Economic Community
The main thrusts of the three pillars of the ASEAN Community have been detailed in Table 2 below.
A
S
EA
N
P
o
li
ti
cal
-S
ecu
ri
ty
Co
m
m
u
n
Political-Security Economic Socio-Cultural and yet able to retain its own momentum in moving translated into programs: single market & production base, competitive economic region, integration in globalized economy, and equitable ecinomic development. Each of these has a set of strategies as presented in Table 3.
Table 3: The Four Pillars of the ACE
If the teaching of English is to contribute to the challenges posed by the developments in the region and the world, there should be some reconsideration of the English language curriculum for purposes of equipping the professionals of the seven professions with adequate mastery of English for general and professional communication, which can be translated into the four standards constituting the curriculum, i.e. the graduate competency standard, the content standard. The process standarnd, and the assessment standard. The standards have to set to ensure the development of English communicative competence of the seven groups of professional (probably more professions in the future). This is illustrated in Figure 6.
Figure 6: The Curriculum Target
In formulating the four standards, some efforts should be made to ensure that the four standards are appropriately connected to one another and relaterd to the seven professions mentioned above. This is illustrated in Figure 7.
Figure 7: Framework of Setting the Four Standards for the Seven Professions ESP
Another idea is concerned with the curriculum design which is to ensure the development of the target professionals’ general English proficiency and specific English proficiency. Both types of proficiency are necessary to ensure that the target professionals can function in English equally well in the target community and in the target professional world. The general design of teh curriculum is depeicted in Figure 8.
GCS
CS
PS
AS
1. medical doctors 2. dentists 3. nurses 4. engineers 5. architects 6. accountants 7. surveyors
Graduate Communicative Competency Standard
Content Standard
Assessment Standard
The development of coommunicative competence of the seven
groups of professions (probably more in the
future)
Figure8: The Framework for General-ESP Curriculum Design
The designing and implementation of the seven profession ESP curriculum should be in reference to the most recent paradigm. It is therefore worthwhile to review the paradigm shift which has been touched upon before.
THE EDUCATIONAL PARADIGM SHIFT
The teaching of Englishis also influenced by the educational paradigm shift since it is part of education, which is also developed scientifically. The education paradigm has shifted in response to the societal development. It is worthwhile to present here the summary of the paradigm shift made by Brown (1995). See Table 4, which indicates that the shift covers the emphasis, the approach, the teacher role, the emphasis concerning information, the role of learning.
Table 4: Paradigm Shift in Education
Prior to 1960 1960-2010 2010 onward
Knowledge adoption Knowledge production Knowledge navigation
Behaviourism objectivism
Cognitivism Constructivism
Nagivationism
Instruction Learning facilitation Coaching and mentoring
Information gathering Information generation Information navigation
Knowledge provision Knowledge management Knowledge facilitation English for Specific Purposes
• Professionally transactional
• Topics on the seven professions and related issues (medical doctors, dentists, nurses, engineers, architects,
accountants, surveyors)
General English
• Interpersonal
• Transactional
• General topics on Indonesia
• Topics related to ASEAN Countries
played by the learner, teacher, instructional designer, and information specialist. This can be seen in Table 5.
Table 5: Role Changes in Education related to the Paradigm Shift
Role player Prior to 1960 1960-2010 2010 onward
Knowledge Adoption
Teacher • instruction Learning facilitation • Coaching and mentoring
Instructional
Changes in the Language Teaching and Learning Theories
rules/language usage (an elemtn of cognitivism/constructivism), the factual information such as spelling and pronunciation and formulaic competence (an element of behaviourism), and pragmatic materials (an element of social constructivism). This is illustrated in Figure 9.
Figure 9: Going Beyond Constructivism in English Language Teaching
The paradigm shift has also influenced the development of learning and teaching theories, as reflected in the shift from the teacher-centred to learner-centred and learning-centred. While in the past the teaching strategies were given greater attention than learning strategies, the present day witnesses just the oppesites. More and more discussions can be found in the literature of language teaching (e.g. Oxford, 1991; Dornyei, ....; Brown, 2007b). This has been supported by findings of research on learning styles and personality factors (see Brown, 2007a). In this situation, teachers are no longer the only source of knowledge and skills because their pupils can access many sources for information, be it factual, conceptual or procedural.
THE 21st CENTURY SKILLS
As has been touched upon before, the advancements of ICT has changed the scene of teaching and learning. In the past students were required to develop their reading, writing and arithmatics competencies which constitute their literacy. The literacy demand in the past was accelerated by the first information revolution with the invention of the printing technology by Gutenburg in the 15th Century. Today it is not enough to be literate in that sense. The advancements of ICT with its internet great power have posed a new challenge to be answered by everyone who wants to be successful in living a 21st century life. Students nowadays need to acquire a certain set of skills required of anyone who wants to make a true success in this technological era. For this, the Centre for the 21st Century Skills has formulated the six ccriticalskills which form the foundation of the 21st century learning. These skills and their indicators (genius.com) are presented in Table 6 below.
behaviourist
Cognitivist
Constructivism
Skill Description Indicator
Manage the flow of information from a wide variety of sources
Evaluate information critically and competently
Use information accurately and creatively for the issue or problem at hand
Applied solutions/products demonstrate a high degree of alignment between task and solution/product.
Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information.
Skill
Works independently when appropriate without being prompted and completes independent work thoroughly.
Listens actively and assists individuals and the group in achieving their goals.
Contributes useful ideas with authentication and encourages others to use their ideas as well.
Responds open-mindedly to different ideas and values
Applies strategies to improve group efforts and completion of group tasks.
Is willing to undertake a variety of group roles and supports others in their roles as well.
Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments
Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
Use a variety of communication tools for a range of purposes (e.g. to inform, instruct, motivate and persuade) and there is evidence of thoughtful selection of strategy to align with message, audience, and purpose.
Communicate effectively in diverse environments (including multi-lingual)
Skill
Use a wide range of idea creation techniques (such as brainstorming)
Create new and worthwhile ideas (both incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
Identify and ask significant questions that clarify various points of view and lead to better solutions
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
Effectively analyze and evaluate evidence, arguments, claims and beliefs
Synthesize and make connections between information and arguments
Interpret information and draw conclusions based on the best analysis
Reflect critically on learning experiences and problem solving processes
personal responsibility, character, cultural understanding, and ethical behavior.
Is responsible for one’s behavior and its effect on the community
Demonstrates empathy for others
Embraces and respects all identities and cultures
Acts consistently with personal and community values
Teachers of English as curriculum implemetors and developers may make use of the
six critical skills together with their indicators to make their curriculum more responsive to this century’s learning needs.
The connection between the 21st Century skills and the curriculum can be seen in Figure
10, which has been reproduced from the Centre of the 21st Century (
http://www.skills21.org/).
This figure shows that curriculum and instruction, which are inseparable, lie in the third
layer, with learning environment lying in the first, professional develompment in the
second, and standards and assessment in the fourth. The 21st century skills should be
coherently transalted into these four components if the learning of these critical skills are to
be successful.
Figure 10: The21st Century Student Outcomes and Support Source: http://www.skills21.org/
THE POSTMETHOD PEDAGOGY
Referrring to the latest paradigm, teachers are to work in a diverse situation with
diverse needs. It is worthwhile for them then to consider applying the postmethod pedagogy
of student learning in real situations. This pedagogy helps teachers move beyond methods
while still considering the concept of method for language learning and teaching, and teacher
education. This pedagogy has the following three parameters: particularity, practicality, and
possibility.
The parameter ‘particularity’ means that the teaching situation (where, when, and who the students are) will be the basis for instructional decision. It will influence the selection of
how to teach and what kind of teaching will be influenced bt the existing socio-cultural and
political issues. It is imperative that teachers of English understand well the situation in
which they teach. To be relevant, the pedagogy used by teachers of English “must be
sensitive to a particular teacher teaching a particular group of learners pursuing a particular
set of goals within a particular institutional context embedded in a particular sociocultural
milieu (Kumaravadivelu, 2003: 34).
‘Practicality’ means that a method should be applicable in real situations to see the practice-theory relationship. In other words, a theory is only of some use if it can be applied
in practice.This leads to a suggestion that tteachers of English build EFL teaching theories
from their English teaching practices and then practice what they have theorized.This can be
carried by conducting action research studies. Through examining their own teaching
practices, they can understand and identify the real problems and obstable, and therefore, can
opt the best way to teach, followed by imlementing it through action research to achieve
sustainable improvement. Gradually they will develop a sense of what makes a good
teaching. (Kumaravadivelu, 2003: 35)
Possibility ‘means that the method used by teachers of English should be appropriate socially, culturally, and politically. The method should not be in conflict with the existing
social, cultural, and political values in the situation, i.e. the values held by teachers and
students. Pedagogy of possibility then refers to “the need to develop theories, forms of
knowledge, and social practices that work with the experiences that people bring to the
pedagogical setting.” (Kumaravadivelu, 2003).
Applying the postmethod pedagogy, teachers of English can develop their
pedagogically and responsibly creativity in their efforts to help their students develop the six
critical skills partly through learning English and their reflectivity in their efforts to develop
professionally in a sustainable manner.
Reflective teachers “collect data about teaching, examine their attitudes, beliefs,
achieved through action research.
To deepen awareness and understanding of their own teaching, reflective teachers do
the following (Murphy, 2001: 500):
• Gather information on whatever is taking place within a language course
• Examine such information closely in an effort to better understand what they collect • Identify anything puzzling about the teaching-learning process
• Build awareness and deepen understanding of current teaching and learning behaviors • Locate and collaborate with others interested in processes of reflective teaching • Pose and refine questions tied to one’s teaching that are worth further exploration • Locate resources that may help to clarify whatever questions are being posed • Make informed changes in teaching, even if only modest change
• Document changes in teaching-learning behaviors and responses • Continue such efforts over time and share emerging insights with others
THE ENGLISH CURRICULUM IN RESPONSE TO THE AEC CHALLENGE The English Curriculum Design for the Seven Professions
By considering all of the points discussed above, the English curriculum for the seven
professions mentioned above can follow the design depicted in Figure 11 below. Implementing the above design, the English language curriculum develop students’ general English competency and ESP competency integratively. This is to ensure that when they
work in the future, the graduates can function socially in the community and professionally in
their work places. As can be seen in Figure 9, the elementary stage emphasize the teaching
ofgeneral English while introducing a little ESP, say for example, through profession-related
vocabulary and texts. The intermediate stage have the general English adn ESP content in
balance, and the advanced stage emphasizes the development of the ESP skills. The general
English is to be learned for interpersonal and transactional communication in talking about
various topics on Indonesia and ASEAN member countries. Meanwhile, the ESP is to be
learnes for professional transactions in talking about various topics related to the seven
professions mentioned above; i.e. medical doctors, dentists, nurses, engineers, architects,
accountants, surveyors, and probably more in the future.
Elementary Intermediate Advanced
• General English English for Specific Purposes
• Interpersonal Professionally transactional
• Transactional Topics on the seven professions and related
• General topics on • Indonesia
• Topics related to ASEAN Countries
The Communicative Competence
In designing and implementing the curriculum, teachers of English are advised to
refer to the communicateve competence. Since the communicative competence has developed
evolutionary, teachers of English are advised to refer to the latest framework, which has been
proposed by Celce-Murcia (2008). The framework is represented in Figure 11.
Figure 11: Celce-Murcia’s Revised Framework of Communicative Competence Source: Celce-Murcia (2008: 45)
Discourse Competence Linguistic
competence
Formulaic competence
Interactional Competence Strategic
Competence
sociocultural competence, linguistic competence, discource competence, actional
competence, and strategic competence.In the revised framework the components becomes
six. The first three remain and the last the same, while the fourth is expanded to become
interactional competence, and another component is added, i.e. the formulaic competence.
From the point of view of curriculum development implementation as as its assessment, the
revised framework is more helpful. Below is a short description of the components.
Sociocultural competence refers to the speaker’s pragmatic knowledge (how tp express messages appropriatey within the overall social and cultural context of communication). This includes social contextual factors (participants’ age, gender, status, social distance, and their relations to each other: power and affect), stylistic appropriateness
(politeness strategies, a sense of genres and registers), and cultural factors (background
knowledge of the target language group, major dialects/regional differences, and cross
cultural awarenss). (Celce-Murcia, 2008: 46)
Discourse competence refers to the selection, sequencing and arrangements of words,
structures, and utterances to achieve the unified spoken message. This icludes (a) cohesion (conventions regarding use of reference, substitutions/ellipsis, conjunctions, lexical chains
(Halliday and Hasan, 1976); (b) deixis ( situational grounding acheieved through the use of pronouns, spatial terms likehere/there; this/that, temporal like now/then; before/after, and textual reference such as the following table, the figure above; (c) coherence, i.e. expressing purpose/intent through appropriate content schemata, managing old and new information,
maintaining temporal continuity and other organizational schemata, through conventional
recognized means; and (d) generic structure such formal schemata that allow the user to identify an oral discourse segment as conversation, narrative, interview, service encounter,
report, lecture, and sermon. (Celce-Murcia, 2008: 46-47)
Linguistic competence refers to knolwedge about the target language. This includes
the following four types of knowledge: (a) phonological, inlcuding the segmental (vowels, consonants, syllable types) and suprasegmental (prominence/stress, intonation, rhythm); (b)
lexical, referring to knowledge of both content words (nouns, adjectives, verbs) and function words (pronouns, determiners, prepositions, verbla auxiliaries, etc); (c) morphological: parts of speech, grammatical inflections, productive derivational processes; and (d) sintactic, including constituent/phrase structure, word order, basic sentence types, modifications,
speakers use heavily in everyday interactions. This include (a) routines, i.e. fixed phrases like
of course, all of a sudden and formulaic chunks like How do you do? I’m fine, thanks, How are you?; (b) Collocations, including verb-object spend money, play the piano, adverb-adjective statistically significant, substantially important; adjective-nouns tall boy, beautiful day, legible handwriting; (c) Idioms: e.g. to kick the bucket = to die; to get the ax = to be fired/terminated, be glad to see the back of = be happy when a person leaves; cry over spilt milk = compalin about a loss from the past; (d) lexical frames such I’m looking for ...; See you (later/tomorrow/next week etc.) (Celce-Murcia, 2008: 47-48)
Interactional competence has the following three sub-components: (a) actional competence, i.e. knowledge of how to perform common speech acts and speech act sets in the target language involving interactions such information exchanges, interpersonal exchanges,
expressing opinions and feelngs, problems (complaining, blaming, regretting, apologizing
etc.), future scenario (hopes, goals, promises, predictions etc.; (b) conversational competence, including turn taking systems and other dialogic genres: how to (i) open and close
conversations, (ii) establish and change topics, (iii) get, hold, and relinquich the floor, (iv)
interrupt, (v) collaborate, backchannel etc.; and (c) non-verbal paralinguistic competence, inlcuding kinesics, proxemics, haptic behaviour (touching), non-linguistic utterance with
international import. (Celce-Murcia, 2008: 48-49)
Strategic competence refers to the communication strategies used by a speaker to
sustain the communication. This includes (a)achievementsuch asstrategies for approcimation, code-switching, and miming; (b) stalling or time gaining, i.e. using phrases like Where was I? Can you repeat that?; (c) self-monitoring, e.i. using phrases that allow self-repair like I mean ..(d) interacting, and (e) social, i.e.strategies that include appeals for help/clarification, involve, for example, meaning negotiation, or that invlove confirmation or comprehension
checks. (Celce-Murcia, 2008: 50).
With these components of communicative competence in mind, the curriculum
developers can determine the content and activities necessary for mastering the content. In
addition, the curriculum developers and teachers as implementors should also consider the
intercultural competence which might be integrated into the curriculum content and
In responding to the establishment of the ASEAN Communicty and ASEAN
Economic Community, the English curriculum developers and and teachers of English as implementors should also recognize the importance of developing students’ interculutural competence because the English curriculum in this context will be intended for those who
might work in the ASEAN member countries where cultural differences can obviously be
found. To ensure effective communication and friendship establishment leading to peace and
harmony, students need to acquire intercultural competence through applying the intercultural
approach to the learning of English for the seven professions and other possible professions.
The importance of intercultural competence can be grasped in Figure 12.
Figure 12: The Reason for Intercultural Language Learning (Modified by Madya, 2013 from Khaikonen, 2001: 70)
The English language curriculum developers might consider the intercultural
competence which consists of the following components: attitudes, knowledge and
comprehension, and skills. These are the prerequisite for the intercultural performance and
will then be observed in the internal outcomes and external outcomes. The attitudes form the
basis for the knowledge and comprehension and skiils, which in turn form the basis for the
internal outcomes, which form the basis for the external outcomes. All of these are depicted
for its inegration into English language teaching and learning to ensure that English learners
develop simultaneously their communicative competence and intercultural competence.
Figure 13: The Pyramid of Intercultural Competence Source: (Deodorf, 2006, 2009)
For intercultural language learning processes, English language curriculum
developers and implementors can refer to the basic processes of intercultural learning
proposed by Liddicoat (2011), depicted in Figure 14. The cyclic processes involved
interaction, noticing, comparing, reflection, and making tentatice inferences. English
language students may interact with ENS (English native speakers) or ENNS (Ennglish
non-native speakers) or watch people interacting and notice cultural differences. Then they are to
compare the two cultures and then reflect on the differences of certain behaviours with their
embedded values. After that they are to make tentative inferences on the two cultures in
comparison. Their inferences may be revised after conducting a series of interacting,
noticing, comparing, and reflecting. This is going on and on. It stands to reason that students
who are involved in such processes will be more aware of their cultural values and become
more appreciative for other cultures. In this way, they develop greater readiness to
communicate with people of other cultures and will enjoy greater success in their DESIRED EXTERNAL OUTCOME:
Behaving and ccommunicating effectively and appropriately (based on one’s intercultural knowledge, skills, and attitudes) to achieve one’s goals to some degree
DESIRED INTERNAL OUTCOME: Informed frame of reference/filter shift:
Adaptability (to different communication styles & behaviors; adjustment to new cultural environments);
Flexibility (selecting and using appropriate communication styles and behaviors; cognitive flexibility);
Ethnorelative view; Empathy
Knowledge & Comprehension: Cultural self-awareness;
Deep understanding and knowledge of culture (including contexts, role and impact of culture & others’ world views); Culture-specific information;
Sociolinguistic awareness
Skills:
To listen, observe, and interpret To analyze, evaluate, and relate
Requisite Attitudes:
Respect (valuing other cultures, cultural diversity)
world in which people from different countries can easily interact with one another.
Who are involved in such processes will be more aware of their cultural values and
become more appreciative for other cultures. In this way, they develop greater readiness to
communicate with people of other cultures and will enjoy greater success in their
intercultural communication. That will be one of the determining factor in this technological
world in which people from different countries can easily interact with one another.
Figure 14: Basic Processes of Intercultural Language Learning (Liddicoat, 2011)
ENGLISH AS AN INTERNATIONAL LANGUAGE
The spread of English all over the world and the rapid process of globalization has
made the status of this language shift from English as the native language of the British
people, the North America, Australia, and New Zealand, English as a second language in
countries like Singapore, the Philippines, and India, and English as a foreign language in
countries like Indonesia, Japan and Thailand to English as an international language. With
this status, everything else also changes.
The last decade of the twentieth century witnessed some effort made Kachru (1985) to
identify speakers of this language in the world and classify them into three groups: speakers
of English as a mother tongue (L1) in the inner circle, speakers of English as a second
language (L2) in the outer circle, and speakers of English as a foreign language (EFL) in the Comparing
Reflection
Making tentative inferences Interaction
estimate was made by Crystal (2013), using the same classification. The two estimates with
the classificaitons are depicted in Figure 15.
Figure 15 shows that according to Kachru’s (1985) estimate, the number of speakers of English as an L1 is approximately 320-380 million people, that of speakers of English as
an L2 300-500 million, and as an FL 500-1000 million. Considering some important factors
such as the English speakers in the commonwealth territories not considered before, Crystal
(2003) has a different estimate. That is, around 400 million speakers in the inner circle,
around 430 million in the outer circle, and around 750 million in the expanding circle. This
estimate is close to the number of English users in the web, which is 948,608,782 people (see
Table 1 in this paper), assuming that almost all English native speakers use English in the
web and around 100 million ENNSs do the same.
Figure 15: The Three Circle of English (Crystal, 2003)
The advancement of information and communication technology has made it possible
for people to interact both directly (face-to-face or through communication technology like
mobile phones) or virtually through the internet almost instantly. The need for immediate or
urgent communication necessitates the use of a language which is known by most people in
the world. It is this situation English has found its promising place. Ideally people learn one another’s language to communicate most effectively, but it will take a longer time to master
Crystal (2003)
320-380 million
250-350 million
Around 1.5 billion
400 million
430 million 750 million
Expanding circle
Inner circle
Kachru (1985);
countries, i.e. English. It is true that Chinese takes the second top place in the top ten
languages used in the internet, but the big number of Chinese users might be related to the
huge poluation of China. In other words, English might be used by people from more more
countries than Chinese. It therefore stands to reason that English has become a global lingua
franca. This means that English belongs to everyone in the world and there is no one standard
of English. This has some implications of which oen is concerned with the variety to be
taught. Among the questions which might arise from this situation are those asked by
Matsuda (2012) as follows:
“Which variety of English should be selected as the instructional model in an English classroom? What functions should students learn to perform using English? Who should be presented as ‘model’ English speakers? Whose culture should be presented as an English-speaking culture? How can we
teach our students to respect other languages and protect the language rights
of speakers of other languages while teaching English? Are we, as English
teachers, contributing to the wider spread of English and linguistic
imperialism (Phillipson, 1992)? Should we be teaching English in the first
place? (p. 4)
Matsuda (2012) also identifies users of English as bilingual speakers and
economic elites who use English to get access to jobs and for communication in
various fields—education & training, trade and commerce, diplomacy, popular
culture/entertainment.
All of this has some pedagogical implications as follows: (a) Respect for and
Promotion of Multilingualism; (b) A pedagogy that resonates with the local linguistic
landscape; (c) Language awareness courses for all students; (d) An examination of
the discourse promoting the learning of English; (e) Curricula that promote
cross-cultural awareness; (f) Equality of access for all learners; and (g) A re-examination
of the concept of qualified teachers of English (McKay, 2012: 28-42).
To keep abreast of the latest development of English as an international
language, English language curriculum developers and implementors may consider
the principles of teaching English as an international language proposed by McKay
(2012: 42-43) as follows: (1) The Promotion of multiminguialism and
multiculturalism; (2) Localized L2 language planning and policies; (3) The
Equal access to English learning for all who desire it; and (6) A re-examnination of
the concept of qualified teachers of English.
Using Ict To Support The Teaching Of English To Answer The Aec Challenge Today’s world has been fully electronized so that everything becomes instant. This situation has made people want to get things or things done as quickly as
possible and even instantly. The sophisticated ICT has changed the mindsets and behaviours of today’s generation. This will change ways of learning. It can be assumed that the closer the features of the classroom life to those of the world
outside, the more motivated the learners will be, and thus the more successful they
will learn. It is therefore recommended that ICT be used (a) to manage better the
teaching and learning programs, (b) to enhance the teaching and learning processes,
and (c) to conduct assessment of learning and evaluation of the teaching programs.
More importantly, ICT should be utilized properly to support the development of learners’ learning autonomy so that they become life-long leaners, who are ready to learn new things, to relearn things they ever learned but not fully mastered, and to
unlearn things which are not useful anymore or even harmful. In this way they will join the literate people. Avin Toffler;s statement is worth quoting here “The illiterate people of the 21st century are those who cannot read and write, but those who cannot learn, relearn and unlearn.”
CONCLUSIONS AND SUGGESTIONS
The discussion of important issues in the whole paper leads to two conslusions.
First, the teaching of English has been influenced by various developments taking
place in layers of contexts –local, national, and global, with the closer contexts
requiring more swift response and the hot issue the quickest and most serious
response. Second, to contribute to the success of answering the challenges posed by
AEC, the English language curriculum should (1) facilitate the development of the teachers’ and students’ awareness of AEC matters; (2) facilitate the progressive development of general English proficiency to the AEC seven professions ESP
pedagogy; and (6) integrate ICT in the whole business of ELT.
Based on the conclusions above, the following suggestions have been made: (1)
professionals of English language teaching get togetherr to discuss ways of
developing the intended English language curriculum; (2) the draft curriculum
should get a professional approval from the English language teaching professional
organization at the national level; and (3) policy research study should be conducted
to provide necessary empirical information useful for developing an appropriate
English language curriculum which will help answer the challenge posed by the
ASEAN Economic Community.
References:
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Council of Europe (2001).Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Cambridge: CUP.
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ECONOMIC COMMUNITY (AEC)
Sudar
Muhammadiyah University of Purworejo rofiqsdr@gmail.com
ABSTRACT
Multicultural society is natural phenomena in our life. Most of society has its own language. To integrate the society community, it is needed to use a universal language to make all the speakers around the level of society understand well the issues of discussion whether in local, regional, national or International community. In the local society, language speakers used their own language to communicate among of them, language speakers of regional level mostly used their own dialect to run the communication smoothly. National language usually used by the language speakers to unity the societies in thus nation, for example, Bahasa Indonesia is used nationally in Indonesia among of the speakers from different Inlands. Even they have their own dialect, or local language, Indonesian language speakers are able to speak Bahasa Indonesia. Internationally, people speak English as a mean of communication. Further, now we are in the era of ASEAN Economic Community. The question is? What is a language officially used in ASEAN community to run any activities such as, culture, education, economic, politic, etc.? The writer assumes that English mostly used by any people from ASEAN countries, particularly in the formal context.
Keywords: Multicultural, Multilingual, Society, English, AEC.
INTRODUCTION
politics, culture, and other formal forums conducted by the ASEAN countries. The writer assumes that the formal language used in the ASEAN formal forum is English. The writer realizes that in the ASEAN countries, they have their own languages. They are more familiar with their own national, regional, local, even, dialect when they were talking to their owns friendships from one nation. It is like the phenomena, the Javanese language speakers meet their countryside friendship meet together in other neighbors countries, the writer believe that they would be enjoy to speak their local language (Javanese) rather than English, even they were in English speaking country, for example ; Australia, USA, or Britain. It is because speaking local language is easier rather than speaking International language. In the International forum of course, it is a must to speak English as a means of communication. Further, it is absolutely, using English in ASEAN forum, including in the era of ASEAN economic community (AEC).
DISCUSSION
Multicultural vs Multilingual
Multicultural creates multilingual. It is because culture and language are unseparated to each other when one is learning or using a language. Swann (2000:39) said that multilingual means the use of two or more languages. Swann still said that, since 1950 educationists have begun to recognize that multiculturalism and multilingualism are phenomena which should be encouraged rather than treated as if them transient. There are some factors that make a multilingualism in a society. Hoffmann, (1991: 158-163) said that there nine factors make a multilingualism in a society, they are (1) military conquests, occupation, and annexation, these are some the oldest ways of spreading language, (2) political marriages and succession arrangements often brought about changes in the linguistics make-up of particular areas, (3) colonialization,(4) migration and immigration, (5) federation , whether of a voluntary or farced nature, the five factors are regarded as historical factors while the next factors are treated as contemporary factors, they are ; (6) neocolonialism, neocolonialism is characterized by economic often coupled with political dependency and by the maintenance of old colonial language, (7) present –day immigration and migration of labor are continuing to disseminate many languages across the world, (8) language promotion refers to government decision reflected in more-less well-defined language policies, (9) Internationalization, it is the condition of life today’s world. The mobility of labor across linguistics frontiers requires many of us to deal with people from different language backgrounds. In international communication and cooperation, we need our advancement of certain a language, and it is particularly English. Based on the nine factors of multilingualism, it is a fact that multiculturalism and multilingualism are natural phenomena, and it is part of human life.
Ethnicity is one of the sources of multicultural and multilingual. The writer chooses the word ethnic than ethnicity in this discussion, the two words have different meaning. Thomas, (2004) differentiate between the two words. Firstly, ethnicity means dealing with your roots, or your cultures, and it means of race. Ethnicity related with the truth. On the other hand, ethnic is derived from the word ethnos (Greek) meaning is nation. The nation is defined as a community which has common history, cultural tradition and language. Based on this ideas about ethnic and ethnicity, the writer is closely concern with the term ethnic, because it has clear meaning focus on culture tradition and language. Concretely in real life, culture, language and society are unseparated to each other.
particular language that is different from other, it is” Sudanese”. It is a simple utterances stated by Sudanese” Kumaha, akang sampun dahar? Sudanese would like to answer atos. “Javanese people answer “amoh”. Sundanese would like to response “Atos” then Javanese return to respond” amoh”. From this simple greeting between Javanese and Sudanese have
different interpretation in term of “atos”. Sudanese interpreted” atos” means sudah” already”. On the other hand Javanese interpreted the term “atos” the antonym of “amoh”. Javanese term “amoh” means soft. People from East Java also have different meaning in certain term. For example, it is a simple example of conversation between East Java and Center Java people; (east Java people said: “layangane mabur muluk tekan langit”.Center Java people said:“Lemuluk sego ora susah gede-gede”. The word “muluk” stated by people from East
and center Java has different meaning. “muluk” in relation with people from east Java is
flying highly on the sky. While the word “muluk” according to people from center Java is put the food into the mouth.Other examples: People from East Java said “nek arep menyang solo, lewat dalan iki kenceng”. People from center Java would like to say” nak, le mbonceng sepeda cekelan sadel kenceng, ndak mrusut”. Ther word “kenceng” according people from
east Java is straight forward (lurus), while people from center Java would like to interpret the word kenceng is take hold seriously (cepengan), pegangan erat-erat.Based on the simple examples, it is the fact that ethnic is closely related to the different languages. Thomas, (2004: 103) supported that there is an acculturation among of the ethnics in relation with the cultural and linguistic. Looking at this statement, language and culture are like two sides of coin. It means that where there is a learning a language, culture naturally learned by any language learners.
Famous linguist, Sapir, (2001:172) argued that when Anthropologists have been in learning the habit of studying human being, there are three variables are unseparated to each other, namely; race, language, and culture. Further, when we are talking about a certain race, it is natural intercrosses with its language and culture. For example, we are talking to the people from “Madura”, it is automatically in line with the language, and culture of its ethnic. Simple idea of language and culture, Sapir (2001: 180) said that language is particular how of thought, while culture is defined as what a society does and thinks. Based on thus explanations about multicultural versus multilingual, the writes thinks that multicultural creates multilingual. The real example Indonesia has many local cultural, it is automatically Indonesia has many local languages. Further, beside local language, there are some regional language, for example; Javanese, Balinese, Madurese, Batakese, Sudanese, Minangkabaunese, etc. To unity among of thus ethnics, to share any local cultures and varieties of local languages, Indonesia has national language, it is Bahasa Indonesia.
region, further he said that the role of English as the lingua franca of the government, commerce, education in Southeast Asia. English is the as the de facto of regional cooperation, and will be even more by year 2020, (Kransick, 1995:83). He also said that language as linguaculture, it means that role of culture when individuals from different cultural backgrounds interact in English. Then, this situation that will grow in importance as regional and global economic cooperation increases.
Richmond and Kimura, (2015) argued that the dynamic changes occurring in the Asian region have been well documented including the rapid economic growth, political changes, and educational challenges. Further, Richmond and Kimura said that the goals of ASEAN establishment are furthering economic development, providing a forum for collaboration and cooperation, maintaining stability and providing assistance in the region.
Furthermore, at the date of December 31, 2015 has been set for the economic integration of the association, including changes in barriers to trade and services, and facilitation of investment. The major challenge that countries in the association are striving to meet is the development of capacity in order to implement this further integration particularly as related to increased emphasis on English use in governmental, education and business activities. Richmond and Kimura, (2015: 2) stated that ASEAN member states and examines some shared challenges that ASEAN countries face a programs aim to increase human resource capacity, particularly related to education and English language proficiency as the members states prepare for the ASEAN Economic Community (AEC). Since the founding of ASEAN its members states have focused on developing more effective systems of political and economic cooperation, increasing intercultural understanding and exchange, (Shimizu, 2010, cited in Richmond and Kimura, 2015). According to Richmond and Kimura (2015) said that the fields that be firstly affected by AEC agreements are constructions, business, and medical services, further, increased flows of goods, and services, investment, skill labor, and capitals. Dulyadaweesid, (20013 cited in Richmond, 2015) said that education is seen as a key factor in preparing citizens of the Members States for the increased integrating and resulting competitiveness, through the improvement of education systems. ASEAN members States hope to achieve goals set out by the AEC related to the increased stability of political and economic systems and social and cultural exchange.
English is considered a Global language (Nguyen, 2015 cited in Crystal, 2013). The United Stated (USA), United Kingdom (UK), Australia, and Canada, where English is spoken as a native language. Other countries, such as; Singapore, India, Hongkong, Philippines, where English is spoken as a second language. Further, the countries like Indonesia, Myanmar, Thailand, Cambodia, and Vietnam, where English is spoken as a foreign language, (Nguyen, 2015). Based on the fact that English is as a foreign language in some ASEAN countries, and English is also spoken as a second language in some ASEAN, then it is necessary to discuss the status of English in ASEAN community.
ASEAN was established in 1967, in Bangkok, Thailand. There are three pillars that should be integrated among the ASEAN countries namely; (1) ASEAN Political and Security Community (2) ASEAN Socio-Cultural Community, (3) ASEAN Economic Community, ( Kirkpatrick, 2009). The AEC was established by the end of 2015 to create a single market for the ten ASEAN countries (Brunei Darussalam, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam). English has become a de facto lingua Franca of ASEAN countries and no countries object to this declaration, Kirkpatrick (2009). The role of English was once again emphasized in the 13th ASEAN Summit held in
