Current Challenges in Teaching English in Least-developed Region in Indonesia (original) (raw)
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A Situational Analysis of English Language Learning among Eastern Indonesian Students
1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy, 2017
Nowadays, English is widely spread for communication in the world. It is also considered as the first formal language for international communities. The importance of English as a global language is also felt by a lot of countries, in this case, Indonesia. As a part of ASEAN Economic Community, Indonesian people should be able to use English since it becomes the medium of communication in almost aspects of life namely finance, mass media, health, education and others. However, Indonesia still encounters challenges particularly in rural regions in the eastern part of this country. The challenges are related to the lack of English competence due to some factors. This study will reveal possible factors affecting Eastern Indonesian students' lack of English competence based on situational analysis of some categories such as: students' competence, English Language Teaching (ELT) management and ELT resources. Those ideas will be presented based on the research of one-year college students whose origin is from Eastern Indonesia such as: Ambon, Maluku, Papua, etc. The data gathered is analyzed qualitatively in a form of substantial categories description. Finally, the result shows that English education in Eastern Indonesia need to be maximized in the area of student' competence, teachers' management skill and the use of resources.
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The widespread use of English worldwide has brought about a significant impact for human beings to date. In the education sphere mainly, many studies have been conducted to discover the issues in English instruction. Moreover, English teachers in Indonesia were highly encouraged to figure out the best method to teach and cope with any problems encountered by the students to achieve the best learning outcomes. Besides, the government had also tried its best endeavors to accustom the curriculum to the needs in this globalization era. However, the results have not always been as expected since teachers and students possessed divergent points of view linked with the implementation of English language instruction. Therefore, this scientific literature review discussed some issues related to English which included; English in Indonesia, English Language Teaching for Education, Teachers’ Strategies to English Language Teaching, Problems of English Language Teaching, and Students’ Perceptio...
ENGLISH LANGUAGE TEACHING IN INDONESIA
The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.
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The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.
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The development of English language learning in any country is interdependent with its socio-cultural experiences. Learning is determined by the social, historical, economic, political, and cultural dimensions of its context. This study aims to explore the socio-cultural challenges of teaching English in a remote area. It was conducted in Pemana Island (East Nusa Tenggara) using the ethnography exploration. Pemana is one of the Indonesian government’s target locations for a teaching program to improve educational quality and overcome the problem of limited number of teachers in remote areas. This program involves bachelor degree holders of English being deployed to teach in the frontier, outlying and underdeveloped region. Several challenges of English teaching and learning emerge due to socio-cultural aspects. These include the economic situation of the society, the community beliefs about English teaching, and the ill-fitting curriculum with the social condition. The teaching impl...
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