The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and tea... more The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personal, social, pedagogical, and professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study involving teachers in four districts in West Java was designed to aim at: (1) gathering background information and creating a conceptual framework for enhancing teachers' capabilities in developing and implementing teaching materials; and (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials and the design of IHT. The results showed that most respondents tended to resort to the textbook as the primary source for students' learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few hindrances in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model developed here for incorporation in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
The article entitled Promoting Character Education in EFL Classroom: Using Children’s Literature ... more The article entitled Promoting Character Education in EFL Classroom: Using Children’s Literature as Teaching Material investigated a teacher’s strategies in integrating character education in EFL classroom using children’s literature as teaching material along with teacher’s ability to identify the ideology embodied in the story. A case study was employed in this study. The basic frameworks of this study are relied on Campoy (1997), Edgington (2002), O’sullivan (2004) and Hollindale (1988) framework. This study revealed that the teacher employed several strategies namely Cause/Effect/Far-Reaching Effect, Perspective Windows, What’s Your Perspective?, Comparison of Noble and Ignoble Character, Value Inculcation and Value Analysis. It is further found that teacher was able to identify the ideology presented in the story.
Abstract: Putting more attention on teaching language skills, the use of literature in EFL classr... more Abstract: Putting more attention on teaching language skills, the use of literature in EFL classrooms is often abandoned. While essentially, exploiting literary texts in some advanced EFL courses, serves a variety of purposes, dedicated to encourage interactive and communicative classes for language learners at different levels of proficiency. Literary texts often offer cultural explorations through the embedded cultural contexts in the stories. Indeed, exploring literary works provides an exercise in cultural relativity, so that students are more aware of the cultural differences presented in various contexts. Both teachers and students need to get involved in class discussions and activities which are created to support deep exploration of cultures in the texts. This paper reports on the use of literature circles in an advanced EFL classroom to reinforce students‘ cultural awareness through the examination of classic literatures as well as contemporary realist fiction. The two gen...
Indonesian Journal of Applied Linguistics, Jan 2, 2014
Putting more attention on teaching language skills, the use of literature in EFL classrooms is of... more Putting more attention on teaching language skills, the use of literature in EFL classrooms is often abandoned. While essentially, exploiting literary texts in some advanced EFL courses, serves a variety of purposes, dedicated to encourage interactive and communicative classes for language learners at different levels of proficiency. Literary texts often offer cultural explorations through the embedded cultural contexts in the stories. Indeed, exploring literary works provides an exercise in cultural relativity, so that students are more aware of the cultural differences presented in various contexts. Both teachers and students need to get involved in class discussions and activities which are created to support deep exploration of cultures in the texts. This paper reports on the use of literature circles in an advanced EFL classroom to reinforce students' cultural awareness through the examination of classic literatures as well as contemporary realist fiction. The two genres of literatures also bring about multicultural issues which are worth noting in an attempt of developing students' cutural awareness. In the research, it is further found that distributing students in small discussion groups has encouraged more-talking‖ and improved students' written responses. In addition, teachers discovered that cultural values and attitudes are easily transferred through the characters in the literary works.
The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and tea... more The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personal, social, pedagogical, and professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study involving teachers in four districts in West Java was designed to aim at: (1) gathering background information and creating a conceptual framework for enhancing teachers' capabilities in developing and implementing teaching materials; and (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials and the design of IHT. The results showed that most respondents tended to resort to the textbook as the primary source for students' learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few hindrances in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model developed here for incorporation in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
Indonesian Journal of Applied Linguistics, May 31, 2017
This paper is concerned with the topic of gender in EFL classroom, particularly in Indonesian con... more This paper is concerned with the topic of gender in EFL classroom, particularly in Indonesian context. Owing to the framework proposed by Sunderland (1992), the paper focuses on the discussion of gender in classroom materials, i.e. English textbooks. Selected reading passages were analyzed within the framework of Transitivity system of functional grammar (Halliday & Mathiessen, 2004; Haliday & Mathiessen, 2014). The Processes in the texts (e.g. travel, walk, and climb) reveal that males were perpetually constructed as 'adventurous', 'risk taker', 'active', 'independent', and 'capable'. Meanwhile, the Processes also indicate that the females were shaped as more 'passive', 'expressive', 'nurturing', and 'unassertive' than their male counterparts (Blackstone, 2003; Evans & Davies, 2000). The findings suggest that the gender roles were presented in an asymmetrical manner. The paper provides recommendation in terms of how both teachers and students can develop gender awareness in the classroom practices through the use of the textbooks.
Books for children are designed with specific purposes, whether it is to educate them, pass on ce... more Books for children are designed with specific purposes, whether it is to educate them, pass on certain moral values, or manifest adult ideology about life and the world. Our central thesis in this presentation is that the characterization in children's book is represented through language and culture, which symbolise important ideas about change and otherness in relation to childhood and maturation. Focusing on The Pricki Series written by Maharani (illustrated by Herlina Kartaamadja), this presentation will endeavor to reveal the use of language and culture in the book series' characterization to signify the changes and maturation in childhood. Using the narrative framework proposed by John Stephens (Language and Ideology in Children's fictions, 1992), the language and the culture in the books will be analyzed based on story, discourse and significance scheme. It is expected that the use of language and cultural practices in the books imply the stages of maturation in c...
The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and tea... more The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personal, social, pedagogical, and professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study involving teachers in four districts in West Java was designed to aim at: (1) gathering background information and creating a conceptual framework for enhancing teachers' capabilities in developing and implementing teaching materials; and (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials and the design of IHT. The results showed that most respondents tended to resort to the textbook as the primary source for students' learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few hindrances in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model developed here for incorporation in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
The article entitled Promoting Character Education in EFL Classroom: Using Children’s Literature ... more The article entitled Promoting Character Education in EFL Classroom: Using Children’s Literature as Teaching Material investigated a teacher’s strategies in integrating character education in EFL classroom using children’s literature as teaching material along with teacher’s ability to identify the ideology embodied in the story. A case study was employed in this study. The basic frameworks of this study are relied on Campoy (1997), Edgington (2002), O’sullivan (2004) and Hollindale (1988) framework. This study revealed that the teacher employed several strategies namely Cause/Effect/Far-Reaching Effect, Perspective Windows, What’s Your Perspective?, Comparison of Noble and Ignoble Character, Value Inculcation and Value Analysis. It is further found that teacher was able to identify the ideology presented in the story.
Abstract: Putting more attention on teaching language skills, the use of literature in EFL classr... more Abstract: Putting more attention on teaching language skills, the use of literature in EFL classrooms is often abandoned. While essentially, exploiting literary texts in some advanced EFL courses, serves a variety of purposes, dedicated to encourage interactive and communicative classes for language learners at different levels of proficiency. Literary texts often offer cultural explorations through the embedded cultural contexts in the stories. Indeed, exploring literary works provides an exercise in cultural relativity, so that students are more aware of the cultural differences presented in various contexts. Both teachers and students need to get involved in class discussions and activities which are created to support deep exploration of cultures in the texts. This paper reports on the use of literature circles in an advanced EFL classroom to reinforce students‘ cultural awareness through the examination of classic literatures as well as contemporary realist fiction. The two gen...
Indonesian Journal of Applied Linguistics, Jan 2, 2014
Putting more attention on teaching language skills, the use of literature in EFL classrooms is of... more Putting more attention on teaching language skills, the use of literature in EFL classrooms is often abandoned. While essentially, exploiting literary texts in some advanced EFL courses, serves a variety of purposes, dedicated to encourage interactive and communicative classes for language learners at different levels of proficiency. Literary texts often offer cultural explorations through the embedded cultural contexts in the stories. Indeed, exploring literary works provides an exercise in cultural relativity, so that students are more aware of the cultural differences presented in various contexts. Both teachers and students need to get involved in class discussions and activities which are created to support deep exploration of cultures in the texts. This paper reports on the use of literature circles in an advanced EFL classroom to reinforce students' cultural awareness through the examination of classic literatures as well as contemporary realist fiction. The two genres of literatures also bring about multicultural issues which are worth noting in an attempt of developing students' cutural awareness. In the research, it is further found that distributing students in small discussion groups has encouraged more-talking‖ and improved students' written responses. In addition, teachers discovered that cultural values and attitudes are easily transferred through the characters in the literary works.
The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and tea... more The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personal, social, pedagogical, and professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study involving teachers in four districts in West Java was designed to aim at: (1) gathering background information and creating a conceptual framework for enhancing teachers' capabilities in developing and implementing teaching materials; and (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials and the design of IHT. The results showed that most respondents tended to resort to the textbook as the primary source for students' learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few hindrances in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model developed here for incorporation in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
Indonesian Journal of Applied Linguistics, May 31, 2017
This paper is concerned with the topic of gender in EFL classroom, particularly in Indonesian con... more This paper is concerned with the topic of gender in EFL classroom, particularly in Indonesian context. Owing to the framework proposed by Sunderland (1992), the paper focuses on the discussion of gender in classroom materials, i.e. English textbooks. Selected reading passages were analyzed within the framework of Transitivity system of functional grammar (Halliday & Mathiessen, 2004; Haliday & Mathiessen, 2014). The Processes in the texts (e.g. travel, walk, and climb) reveal that males were perpetually constructed as 'adventurous', 'risk taker', 'active', 'independent', and 'capable'. Meanwhile, the Processes also indicate that the females were shaped as more 'passive', 'expressive', 'nurturing', and 'unassertive' than their male counterparts (Blackstone, 2003; Evans & Davies, 2000). The findings suggest that the gender roles were presented in an asymmetrical manner. The paper provides recommendation in terms of how both teachers and students can develop gender awareness in the classroom practices through the use of the textbooks.
Books for children are designed with specific purposes, whether it is to educate them, pass on ce... more Books for children are designed with specific purposes, whether it is to educate them, pass on certain moral values, or manifest adult ideology about life and the world. Our central thesis in this presentation is that the characterization in children's book is represented through language and culture, which symbolise important ideas about change and otherness in relation to childhood and maturation. Focusing on The Pricki Series written by Maharani (illustrated by Herlina Kartaamadja), this presentation will endeavor to reveal the use of language and culture in the book series' characterization to signify the changes and maturation in childhood. Using the narrative framework proposed by John Stephens (Language and Ideology in Children's fictions, 1992), the language and the culture in the books will be analyzed based on story, discourse and significance scheme. It is expected that the use of language and cultural practices in the books imply the stages of maturation in c...
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