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TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

I. INTRODUCTION
In Indonesia, the teaching of English as a foreign language seems to be on the
crossroads due to two different curricula implementation. Curriculum changes are
mandatory; however, the changes should not be counter-productive to the
attainment of expected learning competency. The curriculum designs have swung
from the 1980 Curriculum, the 2006 Curriculum , and the 2013 Curriculum, to
mention only a few. The swings have effected a sort of pessimism and optimism
among language educators, educationists and practitioners as well.
The 1980 Curriculum emphasized on the subject information and human relations.
It had to respect both the media and the role of literacy in students' lives. The
areas are particularly suited to the development of language communication,
including speech, theatre arts and drama, debate, business communication,
consumer education, media, and journalism (cf. Brown &Spada, 2006; Brown,
1987).Therefore, the language curriculum should help students gain a concept of
reading as an integrated process comprising language, thinking, and
communication--a concept that is not promoted through fragmented basic skills
program.

The 2006 Curriculum is also known as a School-Based Curriculum (SBC). SBC

development is an intended goal in educational reform in Indonesia. It has brought
many challenges to pedagogical practices in the teaching English as a foreign
language in Indonesia. SBC emphasized on the standard competency, basic
competency and their indicators. SBC has been scrutinized for its shortcomings.
Firstly, it has not explicitly included character education in its design. Secondly, it
has not achieved the intended learning outcomes stipulated in the National
Education Standard. Thirdly, the learning programs tend to be overloaded.
Fourthly, the learning materials are assumed to be relatively shallow in the depth.
Fifthly, the learning interaction tends to be teacher-centered. And finally, the
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learning evaluation is more focused on the cognitive domain than the affective
and psychomotor domains.
The newly advocated curriculum is known as ‘K-2013’ or the 2013 Curriculum.
K-2013 is so designed that reflects a scientific approach to learning. Theoretically,
K-2013is supposedly meant to minimize the SBC’s drawbacks by (1) refining it
with relevant competency, (2) organizing it with essential learning materials, (3)
implementing students’ active learning, (4) providing contextual learning
paradigm, (5) designing textbooks which contain content and process of learning,
(6) administering authentic assessment to learning process and outcome.
The two concerting curricula, namelyK-2006 and K-2013 are juxtaposed
implemented in Indonesia. This situation brings about chaotic atmosphere,
especially in the teaching of English as a foreign language in Indonesia. In the
fields, competencies, learning materials, approaches/methods/techniques and
evaluation procedures are organized in slightly different sequences of frameworks
(cf. Howel and Wolet,2005).

II. MATERIALS AND METHOD

There are three major questions proposed in this review, namely: 1) How is A
School-based Curriculum (SBC) implemented in learning English as a foreign
language in Indonesia, 2) How is A Science-based Curriculum (K-2013)
implemented in learning English as a foreign language in Indonesia and 3) What
factors do govern the success of learning English as a foreign language in
Indonesia?

This paper conducted a literature review method that is most interpretive-

qualitative in nature, i.e. the critical review. The important points of discussion
were referenced theoretically and empirically. The steps had been followed
through as follows: (1) describing the current practice in the learning of English as
a foreign language in Indonesia, using a School-based Curriculum and a Science-
based Curriculum, (2) providing critical analyses of standing works, and (3)
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Postulating or propositing of new framework in the learning of English as a

foreign language in Indonesia (Bickman &Rog,2009).

III. RESULTS AND DISCUSSION

3.1 LEARNING ENGLISH THROUGH SBC
SBC is a modification of the genre-based curriculum which was initially
introduced in the 2004 Curriculum. The newly modified curriculum is known as
Kurikulum Tingkat Satuan Pendidikan (a School-Based Curriculum, SBC). SBC
recommends the introduction of five different text genres, namely: recount,
narrative, procedure, descriptive and report at the Junior Secondary Schools.
Whereas, twelve text genres, namely: recount, narrative, procedural, descriptive,
report, news items, analytical exposition, persuasive exposition, spoof,
explanation, discussion and review at the Senior High Schools (Curriculum
Planning and Research Division, 2001; Depdiknas, 2005).
Approaching language in the perspective of texts will enable students to deal with
spoken and written texts in social contexts (Feeze&Joyce, 2002). There are three
assumptions underlying the implementation of a text-based curriculum.
First, learning language is a social activity and an interaction outcome between
teacher-student and student-student in the group. Halliday and Matthiessen (2000)
describe language learning is as how to mean and to expand one’s meaning
potential. He proposes a language-learning model with three outcomes, namely:
students learn language, students learn through language, and language students
learn about language. This model of language learning shows that social
interaction enables language students to develop a resource for making meaning, a
tool for interpreting and organizing reality, knowledge about language.
Second, learning occurs more effectively if teachers are explicit about what is
expected of students. Many educators are proposing more principled approaches
to teaching and learning based on a visible pedagogy which clearly identifies what
is to be learned and what is to be assessed (Bernstein, 1990). The genre approach
is concerned with providing students with explicit knowledge about language.
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And third, the process of learning is a series of scaffolded development

developmental steps which address different aspects of language. The
methodology applied within the genre approach is based on the work of the
Russian psychologist Vygotsky (1978) and the American educational psychologist
Bruner (1986, 1990, 1996). Vygotsky (1978) proposed that each learner has two
levels of development, they are: a level of independent performance, and a level
of potential performance. The gap between these two levels Vygotsky called “the
zone of proximal development” (ZPD).
SBC also offers much flexibility in learning of English with promising learning
processes and outcomes. Therefore, teachers are encouraged to use different text
genres in order to develop students’ communicative competence, including
linguistic, sociolinguistic, strategic and discourse competence (cf.Scollon &
Scollon,1995; Depdiknas, 2003a, 2003b).SBC entails four stages, namely (1)
building students’ knowledge, (2) modelling texts, (3) constructing joint texts and
(4)constructing independent texts. SBC’s main characteristics: (1) emphasizing
the attainment of the students’ competence individually and classically, (2)
orienting toward learning outcomes and diversity, (3) using genre approaches in
the learning process, (4) accepting any other educative learning sources, (5)
emphasizing its evaluation on the learning process and outcomes, (6) using special
terms such as standar kompetensi and kompetensi dasar.
SBC brings about problems in learning English as a foreign language in
Indonesia. First, it concerns with effectiveness of pre-service and in-service
teacher institutions and training centersin developing the teachers’ understandings
about the genre-based approach and the way they should apply in the classrooms.
Second, it concerns with the learning English as a foreign language within the
Indonesian cultural contexts.In the Australian context, this approach is aimed at
developing the students’ literacy skills in writing and reading in the context of
English as a first language andsecond language (cf. Chen& Chung, 2002). It is
assumed that students with English have already developed an ability to speak and
listen to English since birth. Third, the pedagogical application of such genre-
based approach is more suited to writing than other language skills (Dudley-
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Evans, 1998). In the Australian context, this approach has been found to be an
effective approach to teaching writing to native speakers and in teaching English
as a second language (Hammond, 1989 in Kongpech, 2006).

3.2 LEARNING ENGLISH THROUGH K-2013

K-2013 is designed in anticipation to modern learning in the twientieth century.
The learning paradigm has shifted from ‘peserta didik diberi tahu’(students have
knowledge because they are taught by a teacher) to ‘peserta didik mencari tahu’
(studentshave curiosity to get knowledge by themselves). It reflects that the
students are actively engaged in learning from different sources exceeding the
teachers and the educational units or institutions (Kemdikbud,2013).K-2013
focuses its learning on the attainment of Kompetensi Inti (core competence) and
Kompetensi Dasar (basic competence).

The core competence pivots around (1) religious belief and its application, (2)
upholding good characters, (3) gainingfactual, conceptual and procedural
knowledge. (4) Trying, processing and presenting in concrete and abstract
domains.
While the basic competence transforms the core competence into observable
cognition, affection and action (Kementerian Pendidikan dan Kebudayaan, 2013).
K-2013 characterizes its learning through modeling or exemplar flavored with
scientific processes, namely: (1) observing, (2) questioning, (3) exploring and
experimenting, (4) associating and analyzing, and (5) communicating. A theme is
chosen and presented in the perspective of texts. The texts include spoken and
written forms presented in social contexts. Learning a language in a social context
will enable learners to understand meanings of speech acts appropriately.
The core and basic competence are gained through social interactions, which
enable language students to develop a resource for making meaning, a tool for
interpreting and organizing reality, knowledge about language.
When observing, language learners are encouraged to observe by reading,
watching, listening to exemplars or models from different learning sources
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beyond and over the teacher. They have to focus on the social function, text
structure, linguistic attribute of each text observed. When necessary, teachers
provide examples and contexts of usage by which learners imitate, write and use
them appropriately.
The next phase is questioning between teacher-students, students-teacher or
students-students. Questions may pivot around social function, text structure, and
linguistic attribute of the text itself. Through questioning, learners will gain
factual, conceptual and procedural knowledge about English in its socio-cultural
contexts. Exploration and experimentation are the next phase of learning. During
this phase, learners will read, listen to, and watch videos from different sources
other than presented in class. Association and analysis will engage learnersto
work collaboratively in small groups. Learners analyze the content, structure,
tone, meaning of word, phrase and sentence of the text. Learners learn in small
groups and get feedbacks from their peers and the teacher as well.
K-2013 makes use of assessment tools to assess the quality of the learning process
and outcomes. Authentic assessment comprises a variety of assessment techniques
that share the following characteristics: (1) direct measurement of skills that relate
to long-term educational outcomes such as success in the workplace, (2) tasks that
require extensive engagement and complex performance, and (3) an analysis of
the processes used to produce the response. Authentic assessment is often defined
by what it is not: Its antonyms include norm-referenced standardized tests, fixed-
choice multiple-choice or true/false tests, fill-in-the-blank tests. Synonyms include
performance assessment, portfolios, and projects. Dynamic or responsive
assessment are other terms associated with authentic assessment
(Lidz,1991;Henning-Stout,1991).
K-2013 is not free from critical reviews. Educators claim that K-2013 has
potential strengths: (1) It is a creative and innovative plan organized in some
sequence of framework, and (2) It is integrating character education into the
curriculum. While its potential weaknesses of K-2013 are among others: (1) It
assumes no disparity between learners in urban and rural areas in terms of raw,
instrumental and environmental inputs, (2)It requires qualified and competent
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teachers to implement K-2013 systematically, and (3) It is fatalistic to integrate

natural and social sciences into Indonesian language (http://edukasi.kompas.com,
Desember 24,2013).

3.3 FACTORS GOVERNING LEARNERS’ SUCCESS IN EFL

Reports on a multivariate study that examined the contribution of two independent
variables--cognitive/academic proficiency in first language and attitudes and
motivation toward English as a foreign language. Second language acquisition
research has shown that the level of proficiency in the first language has a direct
influence on the development of proficiency in the second language. The lack of
continuing first language development has been found to inhibit the levels of
second language proficiency and cognitive academic growth. Saville-Troike
(1984) reports that "in almost all cases, the bilingual instructors' judgments of
students' relative competence in native language studies coincided with the same
students' relative achievement in English. Hakuta (1990) views native language
proficiency as a strong indicator of second language development. Larsari (2011)
has noticed the failure of form focusing approach in developing learners'
communicative competence in real-life situations and shifted to adopt the
communicative language teaching (CLT). The CLT approach highlights learners'
communicative competence, which is defined as learners’ ability to efficiently
express what they mean in the target language and successfully, achieve
communications in real-life situations. In order to do so, learners not only need to
acquire the linguistic but pragmatic knowledge of the target language. It is
suggested that competence, both linguistic and pragmatic, is the knowledge
developed and acquired through exposure and use. In other words, without
sufficient exposure needed for learners to notice and acquire the language input
and chances to use the knowledge, communicative competence is not likely to be
promoted. The purpose of this paper is to suggest that the integration of computer-
mediated communication into English as a foreign language EFL learning can
increase both exposure and use of the target language that is needed for learners to
promote both their linguistic and pragmatic competence.
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Wu & Wu (2015) studied EFL in Taiwan. They treated English as a subject for
study rather than as a living language to be spoken in daily conversation.
Therefore, the EFL classroom context is very different from a natural ESL
learning environment. The lack of a surrounding community of English speakers
outside the classroom increases the challenge for EFL instructors. The opportunity
for communication in authentic situations and settings is a major factor for
second-language acquisition by adults. Another important determinant of
language learning achievement is motivation.
Chang and Shu (2000) also claimed that there is a positive relationship between
the learning environment and student motivation, stating that a good learning
environment helps to improve the learning outcomes, and inspires and boosts the
learning spirit.
Ahmadi & Gilakjani (2011) focused his research on listening comprehension. He
reasoned that listening plays a significant role in daily communication and
educational process. In spite of its importance, listening has long been the
neglected skill in second language acquisition, research, teaching, and assessment.
However, in recent years there has been an increased focus on L2 listening ability
because of its perceived importance in language learning and teaching. The study
tries to find the factors influencing English listening comprehension and the
strategies to be taken that might improve students’ listening comprehension. The
study focused on four main issues. First, it discusses the definition of listening,
significance of listening. Second, it reviews the process of listening
comprehension, strategies of listening comprehension. Third, analysis of listening
comprehension problems is reviewed. Fourth, teaching methods for listening
comprehension will be discussed. Fifth, researchers review teaching listening
activities. Sixth, general principles in teaching listening comprehension are
discussed. Findings based on the review of the literature along with analysis of the
data are of great significance and can be advantageous to improve EFL learners'
English listening comprehension skill.
To sum up, many factors play significant roles in determining learners’ success in
EFL. Those factors include: (1) intellectual intelligence (verbal, numerical and
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reasoning abilities), (2) emotional intelligence (motivation, attitude, interest,

aptitude, self-esteem, perception, memory), (3) social intelligence (curriculum,
personal and interpersonal interactions), (4) adversity intelligence (ability to
adverse weakness into strength and constraint into opportunity), (5) ecological
intelligence (setting, participant, end, act, channel, intention, norm and genre), (6)
spiritual intelligence (practice, enthusiasm, learning styles) (cf.Goleman,1998;
Gardner,1983; Hymes,1992).

IV. CONCLUSION
Over the past few years, many pedagogical approaches to teaching as a foreign
languages have been developed to increase learners’ success in EFL. To improve
the outcomes of education in Indonesia, the Ministry of National Education has
decided to bring in a new curriculum in EFL. The SBC was introduced in EFL in
Indonesia. However, its success in improving learners’ competence in EFL has
not been documented, a new curriculum was introduced. The new curriculum is
known as the K-2013.
K-2013 is designed in anticipation to modern learning in the twentieth century. K-
2013 focuses its learning on the attainment of the core and basic competence. K-
2013 characterizes its learning through modeling or exemplar flavored with
scientific processes, namely: (1) observing, (2) questioning, (3) exploring and
experimenting, (4) associating and analyzing, and (5) communicating. A theme is
chosen and presented in the perspective of texts. The texts include spoken and
written forms presented in social contexts. Learning a language in a social context
will enable learners to understand meanings of speech acts appropriately.
Theoretically, learners’ success in EFL do not solely depend on the curricula. And
empirically, many factors play significant roles in determining learners’ success in
EFL. Those factors include: (1) verbal, numerical and reasoning abilities, (2)
motivation, attitude, interest, aptitude, self-esteem, perception, confidence and
memory), (3) curriculum, personal and interpersonal interactions, teachers,
learning resources and facilities (4) ability to adverse weakness into strength and
constraint into opportunity, (5) spatial and socio-emotional setting, participant,
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end, act, channel, intention, norm and genre, (6) practice, enthusiasm and learning
styles.
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