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AN OVERVIEW OF ENGLISH LANGUAGE TEACHING IN INDONESIA By ARINA SHOFIYA, M.Pd.

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Presentation on theme: "AN OVERVIEW OF ENGLISH LANGUAGE TEACHING IN INDONESIA By ARINA SHOFIYA, M.Pd."— Presentation transcript:

1 AN OVERVIEW OF ENGLISH LANGUAGE TEACHING IN INDONESIA By ARINA SHOFIYA, M.Pd.

2 P ERIODS OF ELT I N I NDONESIA Pre-independence period ( ) English is taught at MULO (Junior High School) and AMS (Senior High School) The alumni have good skills in English The teachers were native speakers The number of students in a class was limited Early independence ( ) No formal English language teaching All English books were burnt All teachers were sent back to their countries English was taught clandestinely Developmental period (1950- onwards) The students became Student Troop (Tentara pelajar) Numerous enrollment to school Unavailability of teachers and teaching materials Recruiting university students Providing courses for teachers Developing curriculum

3 C URRICULUM A set of plans and arrangements covering education goals, contents, learning materials, and learning methods intended as the guide lines in implementing the teaching and learning process to achieve the goals that have been set. ( National System of Education Act number 20/2003) A broad desciption of general goals by indicating an overall educational-cultural philosophy which applies across subjects ( Dubin and Ohlstain, 1986;34-35)

4 C URRICULUM OF E NGLISH INSTRUCTION IN I NDONESIA Formally English instruction in secondary schools Indonesia was established in 1968 based on the Decree of the minister of Edcation Number 06/1967

5 1968 C URRICULUM The curriculum was developed on the basis of the political, social, economic and cultural aspects. Separate-subject curriculum, the subject content is logically and systematically sequenced Among the four skills (listening, speaking, reading, writing) reading is given the most priority, speaking the least Currriculum and syllabus adopted a version of ALM as a method of teaching

6 1975 Curriculum The theme is to synchronize the curriculum of junior high school and senior high school and to accomodate teaching- learning innovations for the purpose of efficiency and effectiveness. The English syllabus aimed at developing the four language skills and equipping students with the language component. The learning materials are targeted towards the attainment of English grammar, the eclectic approach was implemented, the discrete model was employed in the evaluation system emphasized on grammar mastery

7 1984 Curriculum The curriculum consisted of core program (85%) and elective program (15%) The approach adopted was student active learning (CBSA) as well as process-oriented approach The concept of mastery learning was introduced All four skills were developed, however, in teaching components it was based on structural approach

8 The 1994 Currriculum It consisted of compulsory currricular program as well as extracurricular program The English syllabus was developed by a team consisting specialists in TEFL, curriculum, practicing teachers, ad school system authorities The skills developed were reading, listening, speaking, and writing The approach used was communicative approach/ meaningfulness approach

9 The 2004 Curriculum The Competency Based Curriculum was introduced eventhough it was never officially launched The CBC is oriented towards;(1) the attainment of learning results and learning outcomes by students after experiencing various meaningful activities, (2) variability of relevan aspects which are manifested according to the results of need assessment There is an implementation of classroom-based assessment

10 The 2006 Curriculum This is called as schoolbased curriculum or KTSP Schools are given greater flexibility to develop their own curriculum, bu still refer to nationally established standards


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