A CRITIQUE OF TRADITIONAL PEDAGOGICAL METHODS IN THE TEACHING OF ENGLISH

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A CRITIQUE OF TRADITIONAL PEDAGOGICAL METHODS IN THE TEACHING OF ENGLISH

LANGUAGE SKILLS

Cecilia Titiek Murniati

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Abstract: This paper is a critique of traditional pedagogical method in the teaching of English skills. In Indonesia. the emphasis of the teaching of English skill is on preparing students for jobs and standardized tests. While these purposes are necessary to improve students'languagejluency. they are insufficient to equip students with skills they need to perform beyond college life. This paper argues that the focus of English teaching in college should be on the improvement of higher order thinking skills and the fostering of self-authorship.

The paper uses socio-cultural theories of learning to discuss self- authorship and offers pedagogical implications on the basis of those theories.

Key words: socio-cultural theories of learning. self-authorship.

pedagogy

INTRODUCTION

Recent developments in the teaching of English necessitate both curricular and pedagogical changes. Hinkel (2006:110) suggests that

"recognition of the essential roles of the teacher and the learner and of the need for situationally relevant language pedagogy has brought about the

Dra. Cecilia Titiek Murniati, M.A. <[email protected]> is a lecturer at the Faculty of Letters, Soegijapranata Catholic University, Semarang. She is currently working towards her Doctorate degree in the Higher Education Administration. Educational Policy and Leadership Studies, University oflowa College of Education, U.S.A.

Perpustakaan Unika

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To get students involved in meaningful interactions, the integration of skills seems to be an inevitable approach from socio-cultural theories. language skills can no longer be regarded as separate knowledge. Rather, they are closely connected and complementary. Teachers of English in higher education need to be cognizant of the needs of students to learn and gain knowledge from peers, teachers. and even outsiders to develop their self- authorship.

A FINAL WORD: THE FUTURE OF THE CURRICULUM AND PEDAGOGY IN THE TEACHING OF L2 SKILLS

Globalization and technological advancement demand on-going transformations and improvements in all spheres of life including higher education. In response to those changes. it is imperative that teachers of

English in higher education institutions and policy makers take into account the current development in the teachingofl2 skills as well as the changes of sociopolitical and cultural aspects of society to make informed decision in regard to curricular or pedagogical transfonnations. Socio-cultural theories oflearning are useful frameworks to adopt if the focus ofl2 pedagogy is to improve learners' communicative and cognitive development.

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