Perspective
cultures, target cultural materials inner circle cultures and international target culture materials outer and expanding circle cultures such as ASEAN countries which are
Indonesia’s neighbours. The balance of teaching those three cultures will avoid misconception of students to be detached only to the perfect model of NES culture. Here,
each culture should be treated carefully in ELT. For instance target culture which is derived from multicultural society such as England with many immigrants there. Nizegorodcew
2011, p.14 questions teachers for only teach merely majority culture based on nation state such as English short story, art and literacy or include minority culture such as immigrants’
way of living. The decision of teachers to teach particular culture relies on their own preferences. Thirdly, to design the activities, Baker’s approach 2011.p.68 is used by
elaborating some strands to develop ELF in intercultural context. Exploring local cultures by examining the difference and complexity of local and national cultures, these strands work as
the basis to compose various activities in the classroom. These four strands are : Exploring language learning materials or resources which is related to local cultures
Discovering the traditional media and arts through English includes all media which
depict the images of cultures. Exploring ITelectronic media as a part of communication media
Providing cultural informants who have experienced with particular cultures.
In summary, these suggested activities will be appropriately applicable in my context of ELT to embrace the local, target and international cultures as well as facilitate students to
communicate their local cultures and experience foreign cultures as well.
THE FRAMEWORK OF ELT IN INDONESIA
In this section, the context of ELT in English Department of Pattimura University will be described and some activities will be recoomended for the improvement of its pedagogical
practices.
1. INDONESIA UNIVERSITY LEVEL
For an undergraduate degree or S1Sarjana, students are required to take eight semesters or four year courses in university. As a tertiary institution of education, universities in Indonesia
Perspective
have rights and freedoms to develop their own curriculum. Different from 12-year education, Elementary to Senior high schools, there is no normative or standard curriculum for
universities to follow. Each university will conduct their own curriculum under the supervision of Accreditation Bureau of Tertiary Education on behalf Education ministry. The
eligibility and quality of university will be assessed and standardized within a certain period of time.
Stenhouse 1975 p.142 defines a curriculum as ‘An attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical
scrutiny and capable of effective translation into practice. This echoes that curriculum is one of the essential elements supporting education. However, Bordier and Passeron 1977 as
cited in Auerbach and Burgess 1985, p.476 claim that no curriculum is neutral. There are always particular cultural and social values that underlie in pedagogical implementation. I
acknowledge that the sense of imperialism by dominant power of NES is strongly embedded in Indonesia curriculum as the perfect model. As the product of NES teaching, there will be
illogical admiration of NESs which tr iggers NNESs’ desire to become a member of NES
culture Shridhar and Shridar, 1994, as cited in McKay, 2002 p.40. It will be problematic since students will undermine their own local heritage.
2. ENGLISH DEPARTMENT BACKGROUND AND GOALS
As it has been explained before about the imperialism of NES, students tend to subjectively change their culture into NES cultures. The reason is although culture is spelled C by many
educational institutions, yet it is not perceived a major part of language curriculum Steele Suozzo 1994, p.120 which is assumed here as source and international cultures. When
curriculum is developed, educators should be careful to elaborate it, as Auerbach and Burgess 1985 accentuate The choices that educator make reflect their views of learning process, the
social context for learning, and the students place in society” p.476. Based on the observation, English department as a part of faculty of teachers training and educational
science in Pattimura University has already set the go al “to generate professional, competent
and highly dedicated, innovative and competitive English graduates to sensitive in dynamic social development in Maluku and Indonesia” Kemendiknas, 2009.
