ENGLISH FOR VARIOUS INSTRUCTIONS 15P03913 3 SKS
HANDOUT
ENGLISH FOR VARIOUS INSTRUCTIONS
15P03913
3 SKS
Compiled by Dr. Rudi Hartono, S.S., M.Pd.
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FAKULTAS BAHASA DAN SENI UNIVERSITAS NEGERI SEMARANG
TAHUN 2017
PREFACE
In the name of Alloh the Beneficent and the Merciful. The Alloh’s Blessing may be upon the Prophet Muhammad Peace be up to him. Thank God this handout has been finished to write and introduce to all users, lecturers and students.
This work is designed to fulfill the subject of English for Various Instructions demand for lecturing activities and one of learning resources for students to study. It has 16 chapters that are divided into 7 chapters (Chapter 1-7) given before the Midterm Test (Chapter 8) and 7 chapters (Chapter 9-15) preceded before the Final Test.
This handout consists of theoretical foundations of English for Various Instructions, such as New Paradigms in English Teaching and Learning in Indonesia, The roles of English language in Indonesian contexts (at schools and universities), Character-Building and English Education in Indonesia, Observing the documents: curriculum, syllabus, lesson plan of internasional schools, colleges, and universities, observing the teaching and learning process included the material, media, process, and evaluation, preparing the presentation of the result of the observation on the documents and the teaching learning process, and the improvement realized in mini teaching, presenting the observation results, presentation and discussion, giving feedback to all presentations, giving recommendation and solutions to teachers and school managers, preparing and discussing how to write a seminar paper based on what they have observed, presented, improved by considering the input from the participants of the discussion, preparing and discussing how to write a journal paper based on what they have observed, presented, improved by considering the input from the participants of the discussion, and making an academic paper about problem solving based on the school observation.
May this handout be useful for lecturers and students of English for Various Instructions.
Semarang, February 10, 2017
The Writer
SUBJECT DESCRIPTION
Acquiring the knowledge of English for Various Instructions
Graduate Learning Outcome
and being able to implement it at school levels and universities. Students acquire the knowledge of English for Various Instructions, have good attitudes, behaviors, and habits and
Subject Learning Outcome
are skillful in using English at various levels of education from elementary schools to universities. The course is designed to provide students with basic theory and practice of English for Various Instructions by doing
Subject Description
observation and analysis on lesson plans, lesson materials, teaching media, teaching and learning process, and evaluation system.
TABLE OF CONTENTS
PREFACE TABLE OF CONTENTS
The Importance of Studying English for Various CHAPTER 1
Instructions
CHAPTER 2 New Paradigms in English Teaching and Learning in Indonesia
CHAPTER 3 The Roles of English Language in Indonesian Contexts CHAPTER 4
Character-Building and English Education in Indonesia CHAPTER 5
Curriculums of International Schools/Colleges/Universities CHAPTER 6
Syllabuses of International Schools/Colleges/Universities CHAPTER 7
Lesson Plans of International
Schools/Colleges/Universities
CHAPTER 8
Lesson and Teaching Materials
CHAPTER 9
Teaching and Learning Media
CHAPTER 10
Teaching and Learning Process
CHAPTER 11 Teaching and Learning Evaluation/Assessment REFERENCES
CHAPTER I The Importance of Studying English for Various Instructions
A. Four Reasons Why Learning English Is So Important
1. English may not be the most spoken language in the world, but it is the official language in a large number of countries. It is estimated that the number of people in the world that use in English to communicate on a regular basis is 2 billion!
2. English is the dominant business language and it has become almost a necessity for people to speak English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English. Its importance in the global market place therefore cannot be understated, learning English really can change your life.
3. Many of the world’s top films, books and music are published and produced in English. Therefore by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding.
4. Most of the content produced on the internet (50%) is in English. So knowing English will allow you access to an incredible amount of information which may not
be otherwise available! Although learning English can be challenging and time consuming, we can see
that it is also very valuable to learn and can create many opportunities! Eastbourne school of English is a not-for-profit school, this means that all our
profits are re-invested in the school, our purpose is to provide the highest possible quality in English language teaching.
Taken from http://www.elc-eastbourne.co.uk/blog/4-reasons-why-learning-english-is-so-important/
B. The Importance of the English Language in Today's World
Language
Language is our primary source of communication. It's the method through which we share our ideas and thoughts with others. Some people even say that language is what separates us from animals and makes us human.
There are thousands of languages in this world. Countries have their own national languages in addition to a variety of local languages spoken and understood by their people in different regions. Some languages are spoken by millions of people, others by only a few thousand.
Map of countries where English is either the national language or an official language.
Why Learn English?
English was originally the language of England, but through the historical efforts of the British Empire it has become the primary or secondary language of many former British colonies such as the United States, Canada, Australia, and India. Currently, English is the primary language of not only countries actively touched by British imperialism, but also many business and cultural spheres dominated by those countries. It is the language of Hollywood and the language of international banking and business. As such, it is a useful and even necessary language to know.
English is the International Common Tongue
There are several factors that make the English language essential to communication in our current time. First of all, it is the most common foreign language. This means that two people who come from different countries (for example, a Mexican and a Swede) usually use English as a common language to communicate. That’s why everyone needs to learn the language in order to get in touch on an international level. Speaking it will help you communicate with people from countries all over the world, not just English-speaking ones.
Education
English is also essential to the field of education. In many countries, children are taught and encouraged to learn English as a second language. Even in countries English is also essential to the field of education. In many countries, children are taught and encouraged to learn English as a second language. Even in countries
The Internet and Press
On the Internet, the majority of websites are written and created in English. Even sites in other languages often give you the option to translate the site. It's the primary language of the press: more newspapers and books are written in English than in any other language, and no matter where in the world you are, you will find some of these books and newspapers available. In fact, because it is so dominant in international communication, you will find more information regarding nearly every subject if you can speak this language.
Resources Make Learning English Easy
Although many people think that it is very difficult and confusing, English is actually the easiest language of the world to learn because there are so many resources available. As soon as you decide you want to learn, there are thousands of resources on the Internet and in bookstores. I'm not just talking about lessons and grammar books. You can supplement traditional learning materials with children's TV shows and books. I suggest watching as much TV as you can, in English with English subtitles, and you will pick up conversational English in no time.
Travel and Business
With good understanding and communication in English, you can travel around the globe. Because it is the international language for foreigners, it's easy to get assistance and help in every part of world. You can test it by online travel. Any travel booking site you can find will have English as a booking option.
English skills will also help you in any business venture you choose to follow. If you visit some offices, companies, governmental organizations, or even math or engineering companies, you will see the importance of English. Any big company will hire their professional staff after getting to know whether the people they are hiring are good at English or not. Companies who want to function at an international level only consider their staff well educated if they are good English speakers, writers, and readers.
Taken from https://owlcation.com/humanities/importanceofenglishlanguages
The importance of learning English cannot be overstated in an increasingly interconnected and globalized world. For the millions of immigrants who travel the world from non-English-speaking countries every year, learning to communicate in English is important to enter and ultimately succeed in mainstream English speaking countries. Working knowledge of the English language can create many opportunities in international markets and regions.
International Language
English is the fourth most widely spoken native language in the world, and in terms of sheer number of speakers, it is the most spoken official language in the world. It is the primary language used in international affairs. The English language has official status even in nations where it is not the primary spoken language. English is indisputably the primary language of global trade and commerce. In many countries, most tourism authorities and other officials in contact with the public speak English to interact and engage with tourists and immigrants.
Digital Age
While progress has been made in language-translation software and allied technologies, the primary language of the ubiquitous and all-influential World Wide Web is English. English is typically the language of latest-version applications and programs and new freeware, shareware, peer-to-peer, social media networks and websites. Software manuals, hardware-installation guides and product fact sheets of popular consumer electronics and entertainment devices usually are available in English first before being made available in other languages.
Higher Learning
In universities and colleges in Great Britain, the Unites States, Canada, Australia, New Zealand and Singapore, which attract the most number of international students, the primary language of instruction is English. Most of the top business schools, medical centers and advanced-study institutes are located in North America and Great Britain, and English is the language used in every activity at these institutions of higher learning. Most peer-to-peer journals and technical periodicals that give international acclaim to scientists, engineers, technologists, and technocrats are printed in English.
Anglo-Saxon Influence
The influence of the United States and Great Britain on political affairs and international relations for the past 100 years has ensured the proliferation and The influence of the United States and Great Britain on political affairs and international relations for the past 100 years has ensured the proliferation and
Job Opportunities
Knowing English opens job and employment opportunities in many countries and markets. Multilateral institutions and agencies in the four United Nation cities of New York, Vienna, The Hague and Geneva recruit professionals with multilingual skills but also expect the candidates to have good English-speaking skills. The Commonwealth of Nations, made up of 50-plus countries that were former British colonies or dependencies, also offers numerous employment opportunities to those who understand and communicate in English.
Taken from http://www.inlinguamalta.com/blog/the-importance-of-learning-english/
10 Reasons to Learn English
by Carmen Santillana
Learning English is important and people all over the world decide to study it as a second language. Many countries include English as a second language in their school syllabus and children start learning English at a young age.
However, do you know why learning English is so important? Here are ten good reasons to take an English language course .
1. English is the most commonly spoken language in the world. One out of five people can speak or at least understand English!
2. English is the language of science, of aviation, computers, diplomacy, and tourism. Knowing English increases your chances of getting a good job in a multinational company within your home country or of finding work abroad.
3. English is the official language of 53 countries. That is a lot of people to meet and speak to.
4. English is spoken as a first language by around 400 million people around the world.
5. English is the language of the media industry. If you speak English, you won’t need to rely on translations and subtitles anymore to enjoy your favourite books, songs, films and TV shows.
6. English is also the language of the Internet. Many websites are written in English – you will be able to understand them and to take part in forums and discussions.
7. English is based on a simple alphabet and it is fairly quick and easy to learn compared to other languages.
8. English is not only useful — it gives you a lot of satisfaction. Making progress feels great. You will enjoy learning English, if you remember that every hour you spend gets you closer to perfection.
9. Since English is spoken in so many different countries there are thousands of schools around the world that offer programmes in English. If you speak English, the re’re lots of opportunities for you to find an appropriate school and course to suit your academic needs.
10. Because it’s fun! By learning English, you will also learn about other cultures. Few experiences will make you grow as a person more than learning the values, habits and way of life in a culture that is different from yours.
Taken from http://www.experienceenglish.com/social-english/articles/10-reasons-learn-english
C. English for Specific Purposes
English for Specific Purposes: What does it mean? Why is it different?
By Laurence Anthony
1. Growth of ESP
From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK)
In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho's decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional 'General English' courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.
2. What is ESP?
As described above, ESP has had a relatively long time to mature and so we would expect the ESP community to have a clear idea about what ESP means. Strangely, however, this does not seem to be the case. In October this year, for example, a very heated debate took place on the TESP-L e-mail discussion list about whether or not English for Academic Purposes (EAP) could be considered part of ESP in general. At the Japan Conference on ESP also, clear differences in how people interpreted the meaning of ESP could be seen. Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English used in academic studies or the teaching of English for vocational
or professional
purposes.
At the conference, guests were honored to have as the main speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion amongst the ESP community in Japan, Dudley-Evans set out in his one hour speech to clarify the meaning of ESP, giving an extended definition of ESP in terms of 'absolute' and 'variable' characteristics (see below).
Definition of ESP (Dudley-Evans, 1997) Absolute Characteristics
1. ESP is defined to meet specific needs of the learners.
2. ESP makes use of underlying methodology and activities of the discipline it serves.
3. ESP is centered on the language appropriate to these activities in terms of
grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from
that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning".
3. Is ESP different to General English?
If we agree with this definition,, we begin to see how broad ESP really is. In fact, one may ask 'What is the difference between the ESP and General English approach?' Hutchinson et al. (1987:53) answer this quite simply, "in theory nothing, in practice a great deal". When their book was written, of course, the last statement was quite true. At the time, teachers of General English courses, while acknowledging that students had a specific purpose for If we agree with this definition,, we begin to see how broad ESP really is. In fact, one may ask 'What is the difference between the ESP and General English approach?' Hutchinson et al. (1987:53) answer this quite simply, "in theory nothing, in practice a great deal". When their book was written, of course, the last statement was quite true. At the time, teachers of General English courses, while acknowledging that students had a specific purpose for
Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students' needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.
4. The Future of ESP
If the ESP community hopes to grow and flourish in the future, it is vital that the community as a whole understands what ESP actually represents. Only then, can new members join with confidence, and existing members carry on the practices which have brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is still in its infancy and so now is the ideal time to form such a consensus. Perhaps this can stem from the Dudley-Evans' definition given in this article but I suspect a more rigorous version will be coming soon, in his book on ESP to be published in 1998. Of course, interested parties are also strongly urged to attend the next Japan Conference on ESP, which is certain to focus again on this topic.
Taken from http://www.laurenceanthony.net/abstracts/ESParticle.html
What is English for Specific Purposes?
English for Specific Purposes (ESP) is a learner-centered approach to teaching English as an additional language, which focuses on developing communicative competence in a specific discipline such as academics, accounting, agrology, business, IT, teaching, and engineering. Students are also exposed to Canadian workplace or academic culture and real world communication practice.
ESP programs differ from general English language courses and contain the following characteristics:
1. Designed to meet the specific needs of the learners.
2. Related in content (themes and topics) to particular disciplines or occupations.
3. Use authentic work-specific documents and materials.
4. Promote cultural awareness and seeks to improve intercultural competency.
5. Deliver intermediate and advanced level language training.
ESP at the University of Winnipeg
The English for Specific Purposes (ESP) Program offers classes that focus on developing the language skills needed for success on the job or in post-secondary.
The ESP program at the University of Winnipeg (UW) is composed of two streams; English for Professional Purposes (EPP) and English for Academic Purposes (EAP). We also offer a Foundations for ESP course, which prepares students to enter either stream.
Foundations for English for Specific Purposes
This course is designed for students with a CLB level 5-6 who intend to move on to CLB level 7 courses in ESP at UW. Learn more
English for Professional Purposes (EPP)
These courses focus on the development of job-specific English language communication skills for those who seek to enter or advance in their professions. To be eligible for EPP courses, you must have a Canadian Language Benchmark of 7 or 8. Learn more
English for Academic Purposes (EAP)
If you plan to pursue a degree or diploma at a post-secondary institution, and English is not your first language, this program can help you develop your academic communication skills. In addition, successful completion of our Academic Writing course also meets the language requirement of UW. To be eligible for EAP courses, you must have a Canadian Language Benchmark of 7 or
Taken from http://www.uwinnipeg.ca/elp/esp/overview.html
CHAPTER 2
New Paradigms in English Teaching and Learning in Indonesia
Paradigm is a model or pattern for something that may be copied or a theory or a group of ideas about how something should be done, made, or thought about
( http://www.learnersdictionary.com/definition/paradigm ).
A. Blended Learning
Definition of Blended Learning
Did you know that our present K-12 students were born after the World Wide Web came out in 1991? Imagine how technology has made their childhoods vastly different from yours. Today's 14-year-old was born in 2001, the same year a human received the first artificial heart. In 2007, more babies where born in the U.S. than at any other time in our history. But what will 2007 be remembered for? The first iPhone. Our K-12 students only know a life with technology, so you can see why blended learning is not a trend but the new pedagogy.
Blended learning is a mix of e-learning with classroom instruction. Both environments are partly or fully supervised, depending on the model. It is not a simple matter of using more technology in the classroom or assigning homework that requires using the Internet or other technologies. Blended learning is a more robust teaching model that is adopted by a school or an individual classroom. It is still formal learning, as students are assessed on what they learned both online and face-to-face.
Desirable Qualities of Blended Learning
The most obvious reason why schools and teachers enjoy a blended learning model is that it increases engagement. More than half of children 8-12 years old have a phone or smartphone, which is like having a handheld computer. With blended learning students can use their smartphones for classroom activities and learn online at their own pace.
This may sound like a matter of convenience, but engagement is a powerful technique. In a blended learning environment students are continuously connected This may sound like a matter of convenience, but engagement is a powerful technique. In a blended learning environment students are continuously connected
Models
Face-to-Face Driver Model: This is a 'softer' approach to blended learning. The lecture will always be in-person. An individual teacher will add content online to support the curriculum. For example, in-class lectures are supported by supplementary lectures and virtual world activities found online.
Rotation Model: The rotation model is a fixed schedule of in-classroom and online instruction. It alternates between an in-classroom lecture supported by online study and an online lecture with supporting classroom activities. For example, in week 1, students will have face-to-face lectures and activities will be online. In week 2, students will watch online lectures and the classroom will be used for activities.
https://www.tes.com/lessons/b9HICusDh933XQ/what-is-blended-learning
3 Flex Model: Students learn primarily online, while the classroom is used for tech support.
Online Lab Model: Courses are taught fully online but supervised by an adult in the physical classroom.
Self-Blend Model: Students take extra courses online. This is common for students wanting to take advanced courses for college or at-risk students who need extra coursework to graduate.
Online Driver Model: This is also taught fully online. It is self-paced with teachers checking in on a student and providing support as needed.
Ways to integrate
Implementing a blended learning environment is not something you can do alone. It is an overhaul of the traditional classroom that requires additional technologies, technical support, and the understanding of both students and parents about how it will work. If you are past the initial phase and are ready to blend your classroom, here are few common activities that happen online and in the classroom.
Taken from http://study.com/academy/lesson/what-is-blended-learning-definition-models.html
B. Flipped Classroom What is the 'Flipped Classroom'?
The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching).
The term flipped classroom was popularised by teachers Aaron Sams and Jon Bergman from Woodland Park High School, Colorado in 2007 in response to a realisation that class time would be best spent guiding knowledge and providing feedback rather than delivering direct instruction. Bergman and Sams (2012) reasoned that direct instruction could be delivered by recording video content for students to engage with before class (and any time) freeing up class time for activities that allow deeper exploration of content.
The key purpose of the flipped classroom is to engage students in active learning where there is a greater focus on students' application of conceptual knowledge rather than factual recall (See Diagram 1).
Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein)
The flipped classroom has grown in popularity in higher education as a potential model to increase student engagement, leverage technology and provide greater opportunities for active learning in class.
The role of technology
The growing accessibility and sophistication of educational technologies opens up increasing possibilities for students to explore, share and create content. Technology can support flipped classrooms throught he following affordances:
Capture content for students to access at their own convenience and to suit their pace of learning (e.g. lecture material, readings, interactive multimedia),
Curate content for students to gather their own resources.
Present learning maerials in a variety of formats to suit different learner styles and multimodal learning (e.g. text, videos, audio, multimedia),
Provide opportunities for discourse and interaction in and out of class (e.g. polling tools, discussion tools, content creation tools),
Convey timely information, updates and reminders for students (e.g micro-blogging, announcement tools),
Provide immediate and anonymous feedback for teachers and students (e.g. quizzes, polls) to signal revision points,
Capture data about students to analyse their progress and identify ‘at risk’ students (e.g. analytics).
Taken from http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html
http://facultyinnovate.utexas.edu/teaching/strategies/flipping/different
CHAPTER 3
The Roles of English Language in Indonesian Contexts
By Mochtar Marhum English is the first foreign language now being taught in Indonesia. It is based on
the Regulation of Ministry of Education and Culture No.096/1967 (Kartono, 1976: Alwasilah, 1997) regulating the status and function of English. It has been used as the first foreign language in Indonesia since 1955. Halim (1976, p.146) argued that English has some official functions in Indonesia: (1) Means of communication among nations, (2) means of development supporter of Indonesian language to become modern language, and (3) means of science and technology transfer for national development.
English has several functions in the globalization era. First, many nations all over the world have a growing rate of interdependence (Crystal, 1994; Pennycook, 1994; Alwasilah, 1997). International relations are not limited to the economic and political area, but also operate in many other aspects of life. Their functions include the establishment of close relations with other nations and the implementation of foreign policy based on the Regulation of the Ministry of Education, NO 096/1967. Thus, in general, foreign languages function as a means of global communication in all aspects of life.
Second, globalization brings about an increase in international competition. The mastery of science and technology becomes the key to winning the competition. For that reason, English should function as an instrument of applying and advancing science and technology to accelerate the developmental process (Crystal, 1997; Ingram, 1993). This function includes that of acquisition, use and development in a general sense. This functional covers the use of English as an instrument of development that supports the use of Indonesian as a modern language (Alwasilah, 1997; Huda, 2000).
According to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; deHan, 2003). Since the 1980s, English has been considered to be the most important foreign language in Indonesia. The government’s and community’s interest in English has been growing since the early 1990s (Alwasilah, 1997; Supriadi, 1999). This position of English can be traced from government documents on the results of Parliament’s meetings. In the GBHN (The Guide lines
of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy relate to the use and mastery of English. In1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997, p.89) suggested that the need for mastery of English in the globalization era was absolutely necessary. Inaddition, it would be ideal if the mastery of English became the mastery of second language. Yet, there were several obstacles that would necessarily been countered. Abas(1987), argued that it had to conform the national interest which gave high priority to the development of the Indonesian language as a national language of unity and unification.
Taken from
http://jangkang.org/archives/journal-working-papers/2009/09/english-language-in-indonesian-schools-in-the- era-of-globalization
CHAPTER 4 Character-Building and English Education in Indonesia
Definition
What is character-building? It is improving certain good or useful traits in a person's character, esp self-reliance, endurance, and courage. ( https://www.collinsdictionary.com/dictionary/english/character-building )
Activities for Building Student Character, School Community In an already packed school day, finding time for character education can be
a challenge. Most of these ideas can be worked seamlessly into the school day to build student character and to develop a sense of community in your school.
With all of the things that your school does for its students, how does it address one of its primary objectives--not just teaching students, but helping them to become good people? Every school can set a tone of honesty, respect, and kindness toward others. To help you get started, explore these ideas.
Pillars of Character
The first and most important advice for those who want to build character in students--and a sense of community in their school--is to focus on the Six Pillars of Character. These "pillars"-- identified by the Josephson Institute of Ethics--are trustworthiness, respect, responsibility, fairness, caring, and citizenship. Other resources sometimes also include three additional qualities: courage, diligence, and integrity.
The Cleveland County Schools of North Carolina recommend emphasizing one trait of good character each month, with bulletin boards, writing assignments, and morning announcements. Students may pen slogans about the trait of the month, and a special section of the library might be designed to offer students easy access to the biographies and other stories of people who exemplify the best of each trait.
The following ideas are organized by the trait they most closely address. Because the traits are interrelated, the activities often support more than one aspect of good character.
Trustworthiness
In Character Count's Values Jar activity, students are rewarded with a marble placed in a jar when one (or more) of them is spotted "practicing a pillar." Emphasis is on the quality of the act, not on quantity. The group is rewarded with a special treat when the jar is filled. Trustworthiness plays an especially important role in this project because the acts that are recognized must be authentic and well meaning, not exclusively the means to an end.
Have the students illustrate the Josephson Institute's aspects of trustworthiness through art. These aspects are honesty (in what you say and do), integrity, reliability, and loyalty. Post their reflections on these concepts with the artwork around the school.
Establish a "board game bank" to which students donate board games, especially those that reinforce strategy skills and educational concepts. Students can borrow games overnight or for weekends. Students may operate the bank and track its progress.
The Center for Character Development shares a lesson called Building Trustworthiness that uses a wall built of empty shoeboxes to represent the aspects of character and illustrate the value of each pillar. This can be used to introduce the concepts, and then the school might establish a "wall of character"--with shoeboxes or in paper form on a bulletin board -- that contains specific acts of character that groups of students have performed.
Respect
Every teacher at one time or another has cringed at the personalities children choose to admire. The K-12 Giraffe Heroes Program provides a free lesson that opens students eyes to the true heroes of our world--people who pursue just causes, often at great personal cost and risk. Use the lesson to encourage students to identify appropriate heroes. Then invite them to design posters about the individuals. They may include facts, quotes, and illustrations. Create a display of the posters in a "hall of achievement."
Organize a corps of peer helpers for new students. These helpers may serve as friends or even tutors. They might generate "guides" to the school for newcomers, with rules, a map, insider "tips," important dates to remember, and more.
Invite guests to speak about positive character traits. Students may ask informed, thoughtful questions. The experience will reinforce the importance of good manners and respectful tone when dealing with guests and authority figures.
Bullying shows a complete disregard for the respect of others, and often their property. Give students the help they need to avoid conflict and handle it when it does occur. Sharing advice in the form of a message board in a common area, a newsletter, or in announcements can be effective. For some suggestions about what kids need to know, see Tips for Keeping the Peace and Bullying Advice for Kids. The PBS resource It's My Life also offers information about bullies in a kid- friendly form. These resources even help those who bully to identify themselves and alter their behavior.
Responsibility
Ask students to write pledges for the character traits that describe how they will fulfill their promise to follow each pillar. Then have them sign the pledges. Keep the signed pledges on file and refer to them when behavior doesn't reflect the pillars of character.
Set up a peer-tutoring program. Tutoring may occur during, before, or after school and may feature students working with partners in the same grade or another.
Increase the number of jobs students may perform at school. Some ideas include making morning and afternoon announcements; helping the school nurse; assisting in the library, office, or other locations; turning in attendance forms and carrying out other daily tasks between classrooms and the office or cafeteria; and serving as safety patrols.
Offer training to youth leaders--such as class officers, student council members, and committees--and explain what is expected of them in those roles. Highlight the leaders' responsibilities to their fellow students as examples of good character.
Fairness
How many times have students told you that school or classroom rules are not fair? Be ready to counter their complaints by basing rules on the traits of character.
When appropriate, students can help to design the rules and choose the consequences of violations.
Focus on and reward academic integrity. Encourage students to complete all of their assignments and do their own work, and show them how to properly cite the ideas of others. Consider an "Honest Abe" or "Worker Bee" award for those who do their individual best.
How do your school's sports teams and other groups reflect on your school? Have coaches and supervisors share their character and team building suggestions.
Instruct students who generate the school paper to seek journalistic integrity-- attention to detail, fairness, accuracy, and balance--in what they report. Editorials and articles should be clear in what is fact and what is opinion. The writers should proudly put their names on every article they publish.
Caring
The Random Acts of Kindness Foundation provides Educator Resources including project ideas such as RAK Sightings!, which gives students and staff the opportunity to secretly submit students' random acts of kindness and then rewards the doers with special certificates.
Have students identify a need in the school or community and develop a plan to help. This might take the form of a book and magazine drive for a retirement home, crocheting hats and blankets for newborns, or another project that displays care for others.
Structure volunteer programs within the school, such as opportunities for students to help out in life skills classes, read or tutor young children, assist in the computer lab, aid students in the library, provide support to students who are recovering from an injury or dealing with a medical condition, or gather work for students who miss school.
Collect donations for a worthy organization, preferably one that serves children. One such group is The Smile Train, which arranges for free surgeries for poor children who have cleft lip and palate. The students might conduct a recycling project, hold a penny drive, do work for donations, or take pledges for biking or walking or dancing. For a list of charitable organizations started by kids, see Idealist.org.
Citizenship
Follow the news. Share stories from your own community and the national news headlines about people who possess the character traits. Ask local leaders to address the students. The Giraffe Heroes Web site has a wonderful collection of Giraffe Profiles that is rich in stories of real people who personify good character and would be an ideal library from which to select tales to share with students.
Plan, or have your students organize, patriotic events. The Cleveland County Schools suggest a "Red, White, and Blue Day" and other events could be held around patriotic holidays. You might schedule a concert that features patriotic musical selections by a band or chorus. Readings of quotes or stories about the presidents can also be shared as part of the school day, particularly near the time of President's Day.
Involve students in beautification and/or environmental projects around the school and in the community. Local environmental organizations might invite students to join in water testing or ask for their assistance in constructing bat houses or bird nesting boxes, cleaning community parks, and more.
Help community members who are in need with clothing and/or food drives. Some children's clothing may be reserved for students within the school who may need it.
Taken from http://www.educationworld.com/a_admin/admin/admin364.shtml
CHAPTER 5 Curriculums of International Schools/Colleges/Universities
An international school is a school that promotes international education, in an international environment, either by adopting a curriculum such as that of the International Baccalaureate, Edexcel or Cambridge International Examinations, or by following a national curriculum different from that of the school's country of residence. These schools cater mainly to students who are not nationals of the host country, such as the children of the staff of international businesses, international organizations, foreign embassies, missions, or missionary programs. Many local students attend these schools to learn the language of the international school and to obtain qualifications for employment or higher education in a foreign country. The first international schools were founded in the latter half of the 19th century in countries such as Japan, Switzerland and Turkey. Early international schools were set up for families who traveled, like children of personnel of international companies, international organizations, non-governmental organizations (NGO), and embassy staff. The schools were established with the people and organizations having large interests in the hosting nation: for instance, American diplomats and missionaries often set up schools to educate their children; children of American military and army families often attended Department of Defense Dependents Schools (DoDDS); French diplomats and business families founded similar schools based on the French curriculum. [citation needed]
Over time globalization has created a market for international education. "In a global economy, it is no longer improvement by national standards alone. The best performing education systems internationally provide the benchmark for success," said Organisation for Economic Co-operation and Development (OECD) Secretary-General José Ángel Gurría when launching the annual Education at a
Glance report in Paris. [2] Increased movement of people around the globe has created a generation of children growing up and residing in foreign countries,
creating and expanding this market for international schools that can cater for their educational needs. [citation needed][3]
In April 2007 there were 4,179 English-speaking international schools, which was expected to set to rise with globalisation. In New Delhi worldwide entries for the University of Cambridge International General Certificate of Secondary Education (IGCSE) June 2009 examination session are up by almost 20% on the same session last year. The strong growth confirms the status of Cambridge IGCSE as the world's, and India's, most popular international curriculum for 14- to 16-year- olds, indicating that despite the global financial crises education is still a valued investment. International schooling allows children to become global citizens by providing a rigorous and comprehensive education with full immersion into multiple languages and cultures. At a conference in Italy in 2009 the International Association of School Librarianship came up with a list of criteria for describing an international school,
including: [5]
Transferability of the student's education across international schools.