Communicative Strategies or Fossilised Forms: Evaluating English in Language-in-Education Policy

Komilie Situmorang

Abstract


It is widely known the focus of learning of English in Indonesia has always been centred on to how to gain the native speakers’ proficiency and learners’ successfulness in learning English is measured by how their speech production match those of the native speakers’. As international communication is no longer about the native speakers’ competence but the learners’ ability in switching and adjusting their Englishes to different speakers for different purposes, this may now be problematic and irrelevant. Using document analysis method, this paper examines the focus of teaching English in Indonesia during the past and recent curriculums. The finding shows that the curriculums focus on the fossilised forms rather than the communicative strategies and that they are not relevant to evaluate the international intelligibility as contrasted with their emphasis on gaining global participation. The paper therefore suggests the improvement in the curriculum and proposes to incorporate the communicative strategies in the evaluation.


Keywords


EFL, Communicative strategies, fossilized forms, Curriculum

References


Act of The Republic Indonesia (2013). Law on the National System No 20/2003. National Education Legislation: Ministry of Education and Culture.

Alwasilah, C, A. (2013). Policy on Foreign Language Education in Indonesia. International Journal of Education, vol 7, no 1.

Bowen, G. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40. doi: 10.3316/qrj0902027

Canagarajah, S. (2007). Lingua Franca English, Multilingual Communities, and Language Acquisition. The Modern Language Journal, 91, 923-939. doi: 10.1111/j.0026-7902.2007.00678.x

Canagarajah, S. (2012). Teacher Development in a Global Profession: An Autoethnography. TESOL Quarterly, 46(2), 258-279. doi: 10.1002/tesq.18

Chaira, S. (2015). Analysing Indonesia Curriculum of KTSP. Getsempena English Education.

Darsih, E. (2014). Indonesian EFL teachers’ perception on the implementation of 2013 english curriculum. English Review: Journal of English Education, 2 (2), 1–8.

Dewey, M. (2007). English as a lingua franca and globalization: an interconnected perspective. International Journal of Applied Linguistics, 17(3), 332-354. doi: 10.1111/j.1473-4192.2007.00177.x

Ekawati, N, Y. (2016). The Implementation of Curriculum 2013: A Case Study of English Teachers’ Experience at SMA Lab School in Indonesia. ELLD Journal, vol 7, no 1.

House, J. (2003). English as a lingua franca: A threat to multilingualism?. Journal Of Sociolinguistics, 7(4), 556-578. doi: 10.1111/j.1467-9841.2003.00242.x

Ilma, Z., & Pratama, R. K. (2015). Transformation in Indonesian language curriculum: ros and cons between KTSP 2006 and curriculum 2013. Retrieved from http://icehm.org/upload/5097ED0315007.pdf

Ishikawa, T (2017) Conceptualising English as a global contact language. Englishes in Practice 4(2): 31–49.

Jenkins, J. (2016). International Perspectives on English as a Lingua Franca: Pedagogical Insights New Frontiers in Teaching and Learning English. ELT Journal, 71(1), 99-104. doi: 10.1093/elt/ccw085

Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(03), 281-315. doi: 10.1017/s0261444811000115

Kirkpatrick, A. (2010). English as a lingua franca in ASEAN. Hong Kong [China]: Hong Kong University Press.

Lie, A. 2007. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Copetence and The Quest for Higher Test Scores. TEFLIN Journal, 18(1), pp. 1-13.

Ministry of Education (2014). Konsep dan Implementasi Kurikulum 2013. Jakarta: Ministry of Education and Culture

Mulyati, S., Nurkamto, J., Suwandi. S., Slamet, St. Y., & Andayani. (2017). Evaluation of Indonesian language learning based on curriculum implementation with input, process, and product model in the Pilot Junior High Schools

National Education Department (2003). Kurikulum Berbasis Kompetensi. Jakarta: Pelayanan Professional Kurikulum.

National Education Department (2004). Buku Panduan Penilaian Bahasa Inggris untuk SMA. Jakarta: Balitbang Depdiknas.

National Education Department (2006). Kurikulum Tingkat Satuan Pendidikan. Pusat Kurikulum Balitbang Depdiknas

Orafi, S. M. S. (2013). Effective factors in the implementation of ELT curriculum innovations. Scientific Research Journal (SCIRJ), vol 1, no.5, pp.14–21.

O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Pennycook, A. (2009). Plurilithic Englishes: Towards a 3D model. In K. Murata & J. Jenkins (eds.), Global Englishes in Asian contexts. Basingstoke: Palgrave Macmillan, 194–207

Pennycook, A. (2014). 'Principled polycentrism and resourceful speakers', The Journal of Asia TEFL, vol. 11, no. 4, pp. 1-19

Research and Development in Education (2015). Kurikulum 2013. Ministry of Education and Culture

Saryono, D. (2013). Kebijakan pembelajaran Bahasa (dan Sastra Indonesia) dalam Kurikulum 2013: Telaah tekstual dan prediktif (Unpublished Paper). Jurusan Pendidikan Bahasa dan Sastra Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta

Sulfasyah., Haig, Y., & Barrat-Pugh, C. (2015). Indonesian Teachers’ Implementation of New Curriculum Initiatives in Relation to Teaching Writing in Lower Primary School. International Journal of Education, vol 7, no 4, pp. 53-72


Full Text: PDF

DOI: 10.30595/lks.v14i1.5664

Copyright (c) 2020 LEKSIKA

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN: 2620-4037