T1 112008111 Full text
THE ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN
AN EIL MICRO TEACHING CLASS REFLECTS AN EIL
APPROACH
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dhenok Praptiningrum
112008111
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
THE ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN
AN EIL MICRO TEACHING CLASS REFLECTS AN EIL
APPROACH
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dhenok Praptiningrum
112008111
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
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AN ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN AN EIL
MICRO TEACHING CLASS REFLECTS AN EIL APPORACH
Dhenok Praptiningrum
ABSTRACT
The study aims to analyze to what extent the English as an international
language (EIL) teaching material reflects an EIL approach. The reflection of EIL
approach in this study is developed based on Matsuda’s (2011) EIL approach in her
principles for EIL materials development. Inspired by Matsuda this study is attempted
to analyze to what extent the EIL material reflects an EIL approach. This study is
conducted in an EIL micro teaching class, a teaching practicum preparation which
focuses on EIL teaching and learning in English Department of Satya Wacana
Christian University, Salatiga. Based on the EIL teaching material designed for the
EIL micro teaching class, this study analyzed the extent of the EIL approach reflected
in an EIL material. The findings suggested that an EIL approach which is reflected in
the EIL teaching material covers the example of English varieties today, the example
of the use of English in L2 – L2 speakers (L2 – L2) communication, and the respect to
the learners’ local culture.
Keywords: EIL material, EIL approach
INTRODUCTION
This study aims to analyze to what extent the EIL material reflects an EIL
approach which was driven by my condition as a student teacher in a micro teaching
class. Micro teaching class which was conducted in English Department of Satya
Wacana Christian University is a two credit hour class which is opened to prepare the
sixth or seventh grade students before they have a teaching practicum in the following
semester. Since the teaching material is designed in the era English as an international
language (EIL), which means English is the lingua franca to communicate in the
international context (Matsuda, 2011); the teaching material has to reflect an EIL
approach. At the same time, I took a micro teaching class which concerned with EIL
when I was completing my pre-service teacher education program in Satya Wacana
Christian University, Salatiga. In this EIL micro teaching class the student-teachers
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had to design EIL materials that reflect an EIL approach. However, each student
teacher had a different perception toward what an EIL material was. In order to
define how to design the EIL teaching material which reflects an EIL approach I
analyzed twenty EIL materials in the EIL micro teaching class to answer a research
question: to what extent the EIL material reflects the EIL approach?
In this EIL micro teaching class each student teacher got a peer feedback after
they practiced to teach English with their own EIL material. After doing my second
mini teaching, I found that one peer feedback considered that my teaching material
was too American. At that time I downloaded a recording from VOA website to teach
listening for the first grade of senior high school. My material required the students to
complete the missing vocabularies in the text and to get the information about the
culture which had firework as the teaching objective. Since the recording was spoken
by an American, the peer feedback considered it was not an EIL material. However, I
thought it was an EIL material because although it’s spoken by an American, it did
not only expose American culture, but also other cultures including Indonesia where
firework was also part of the culture.
Based on the feedback, I tried to design an EIL material which showed any
local thing; in this case I displayed some picture of local places around the students. I
designed a teaching material for the second grade of senior high school. To make the
teaching material specific, I designed it to teach descriptive where the students had to
describe some local places around them. This EIL material had an objective which
required the students to write a paragraph of a place description based on the picture
they got.
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I let my students use local vocabularies which were difficult to be translated
into English. Take for example eceng gondok, a kind of plan live in water with its leaf
appears to the water surface, to name a plan which they found in the one of the
pictures. Though, they students were still allowed include local vocabularies to their
description, they had to provide explanation about the local vocabularies in English. I
thought this EIL material reflects an EIL approach since it shows the students’ local
culture through the local terms or vocabularies (Matsuda, 2011).
After practicing the third mini teaching, I got some peer feedbacks that
considered my teaching material was an EIL material because it allowed the use of
local vocabularies as part of local culture. My material did not expose culture from
the countries which are included in Kachru’s inner circle, like for example the United
Stated of America, Autralia, and United Kingdom. However, I kept thinking that in
the era of EIL, English was a language which was used as lingua franca in the
international context. It made me think since the inner circle countries were part of the
international community, the existence of the inner circle culture was still needed to
be considered to design the EIL material. According to Erling (2005), in the era of
EIL, English is an umbrella with the inner circle, outer circle, and the expanding
circle countries under it. It means that the cross cultural communication with English
as the lingua franca takes place in a whole area of Kachru’s circle.
I found that it was not easy to design an EIL teaching material. In the era of
EIL, English is used as a lingua franca in the international communication. This
condition leads to a cross cultural communication; not only between the outer or
expanding circle country of Kachru’s circle and the inner circle country, but also the
communication in the expanding circle countries (Matsuda, 2011). As a lingua franca,
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English in the era of EIL has to cover the speakers’ culture, especially the EIL
teaching material which is designed to reflect an EIL approach (Coskun, 2009). EIL
material is designed with all this complexity and at the same time it has to reflect an
EIL approach clearly. Based on this condition this study is attempted to answer the
research question about to what extent the EIL material reflects an EIL approach.
Through the analysis to the EIL materials which were designed for an EIL micro
teaching class, this study will show how the EIL approach is reflected in the EIL
material.
LITERATURE REVIEW
Before going on the discussion about the analysis to what extent the EIL
material reflects an EIL approach we need to understand more about EIL material and
EIL approach. According to Matsuda (2011), EIL material is a teaching material
which is designed based on the EIL principles or EIL approach. To deal with EIL
approach Coskun (2009) in his study in the Middle East found that EIL has to include
the learners’ local culture as an EIL approach. At the same time Matsuda (2011)
stated that the EIL material has to show the use of English in the local context
including the culture in order to show the respect to the local culture as an EIL
approach. Based on Coskun’s (2009) and Matsuda’s (2011) study, the EIL material
has to accept that English is used as a lingua franca in the international context, so it
needs to be aware of respecting learners’ local culture in an international
communication.
Beside the culture point, the EIL material also has to be designed based on the
condition where English is used to facilitate a communication not only between L2 –
L1 speakers (L2 – L1), but also between L2 – L2 speakers (L2 – L2). According to
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Erling (2005), English in the era of EIL is the common core of English where it
covers the varieties of English today. Therefore, an EIL approach is reflected through
the L2 – L2 interaction (Matsuda, 2011).
In the era of EIL, there are two points of EIL approach which need to be
reflected in the EIL material. The first is the acceptance of English varieties today. In
order to design an EIL material, the material needs to show English varieties today
which in fact exist in the expanding circle countries (Matsuda, 2011). The second, the
EIL material needs to show that English is a lingua franca even in L2 – L2
communication (Erling, 2005). The L2 – L2 interaction is an important point to reflect
an EIL approach, including the cultural content in the EIL teaching material (Matsuda,
2011). Lead by the previous research conducted by Coskun (2009), Erling (2005), and
Matsuda (2011), I conduct a study to answer the research question about to what
extent the EIL material reflects an EIL approach.
METHODOLOGY
This study will analyze to what extent the EIL material reflects an EIL
approach. To attempt this study I use qualitative research, since the data analyzed in
this study deals with words (Zacharias, 2011). All the detail information from the data,
the lesson plan, teaching material, and reflection journal, is the form of words.
Therefore, the qualitative research will be effective for this study.
Context of the study
To give a complete picture to what extent the EIL material reflects an EIL
approach I conducted the study in English Department, an undergraduate program in
the Faculty of Language and Literature of Satya Wacana Christian University
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(SWCU). SWCU is a private university which is located in Salatiga, a small town in
Central Java Province, Indonesia. I chose English Department because it has a micro
teaching class. Micro teaching class is a two hour credit course class which is taken
by the undergraduate students in their sixth or seventh semester to prepare them to
teach English in their teaching practicum in the following semester.
For the specific context, I choose a micro teaching class which concern with
EIL pedagogy. This course is one of the courses opened in the first semester of the
year 2011 – 2012 and the only micro teaching class which required the students to
deal with EIL pedagogy. There were twelve students enrolled in this class. All of
them were the seventh semester students who would conduct a teaching practicum in
the following semester. All the students had to designed EIL material and practice
their teaching material in a mini teaching. The teaching material and the lesson plan
which was designed by the student teachers will be my data for this study.
Participants
Since this study analyzes to what extent the EIL material reflects an EIL
approach, the data will focus on the EIL materials designed for an EIL micro teaching
class. In the EIL micro teaching class there were three mini teachings conducted with
three different materials. However, I did not use the data from all student teachers in
this EIL micro teaching class. I used purposive sampling to choose the EIL material
as the data for this study. I decided to collect the data from the second and third mini
teaching because the for the first mini teaching all the student teachers were required
to design the EIL material based on the material given by the teacher. Therefore, all
the student teachers had the same material designed for the first mini teaching.
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However, I found one EIL material, Rusana’s EIL material, designed for the
first mini teaching which directly reflects an EIL approach, so I chose Rusana’s EIL
material which is designed for the first mini teaching to be part of the data analysis.
There were twelve student teachers, included me, in this EIL micro teaching class. I
excluded my EIL material for this study to make an objective analysis, and I collected
the data from ten student teachers since these ten student teachers had complete data
for this study.
Before I come to the data analysis, I would like to give the general information
about the personal background of the participants. I arranged the participants based on
their first language (L1) and ethnicity to make it easier to be arranged. The L1 here
means their mother tongue, the language the learned first that means the language
which the participants grew up with.
No.
Pseudonyms
Gender
Age
Ethnicity
1.
Nora
F
22
Sumbanese
2.
Kero
F
21
Ambonese
3.
Yanto
M
22
Javanese
4.
Marry
F
22
Javanese
5.
Lida
F
23
Javanese
6.
Rusana
F
22
Javanese
7
Aya
F
23
Javanese
7
Language Spoken
Indonesian
Sumbanese
English
Ambonese
Indonesian
English
Javanese (a little)
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
8
Rum
F
21
Javanese
9
Lala
F
22
Javanese
10
Atma
M
22
Javanese
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Instrument of data collection
Since this study will analyze to what extent the EIL material reflects an EIL
approach, it copes with the lesson plan, teaching material, and reflection journal as the
data. To reach the purpose of the analysis, this study used diaries observation to
collect the data. Through the diaries observation, the lesson plan, teaching material,
and reflection journal is analyzed in order to collect the data for this study.
Procedure of data collection
To collect the data I first collected all the EIL materials, lesson plans, and
reflection journals designed by the student teachers for the EIL micro teaching class.
After that I decided to read the EIL materials which consist of the material, teaching
activity, and the assessment to get the general idea of the EIL material designed for
this EIL class. Since I found that the EIL materials designed for the first mini teaching,
I decided to use the EIL teaching materials designed for the second and third mini
teaching. There were twenty EIL materials which had: the teaching materials, the
teaching audio visual aids (AVA) for the teaching activity like a recording for
listening activity and power point for displaying pictures or certain teaching materials,
and the assessment to check how far the EIL materials help the students to reach the
teaching objective.
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The next step, I highlighted the EIL approach reflected in the EIL materials. I
use one color to highlight one approach based on McKay’s EIL criteria which restated
by Matsuda (Matsuda, 2011). From this step I found three components of EIL
approach reflected in the EIL material:
1. providing the example of English varieties today,
2. exemplifying L2 – L2 interaction, and
3. having a cultural context.
Based on the three component of EIL approach reflected in the twenty EIL materials,
I decided to develop three categories, same as the component defined in the EIL
material, as the framework of the analysis to what extent the EIL material reflects an
EIL approach.
In order to get data easier I divided the EIL materials based on the categories.
The EIL materials which were analyzed consist of the following data:
1. the teaching material completed with teaching activity and the AVA such as
picture, power point presentation, or game procedures, and the review of the
lesson,
2. assessment to check how far the students’ reach the teaching objective
included the recording for the listening activity,
3. lesson plans that explain the teaching procedure in detail and the teaching
instruction.
Finally I analyzed the EIL material, as the primary data, completed by the
reflection journal for each EIL material. The reflection journal is the student teachers’
journal consist of the student teachers’ reason in choosing the topic to design an EIL
material and what makes the material EIL, their teaching plans, their action in
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conducting the EIL teaching activity, their class room observation, and their reflection
about the EIL teaching activity and the EIL material they have designed. This three
page reflection journals, or more or less 1000 – 1500 word journals, supported the
primary data as the secondary data for this study. Latter, I analyze the findings in
order to aim to what extent the EIL teaching material reflects an EIL approach, one
category by one category. And finally this study comes with the finding and
discussion in order to aim the analysis about to what extent the EIL material reflects
an EIL approach.
FINDINGS AND DISCUSSION
Since this study aims to what extent the EIL material reflects an EIL approach,
we need to define the criteria of EIL approach. This study adapted three McKay’s
criteria which are restated by Matsuda as the key principle of EIL material
development. The criteria to what extent the EIL material reflects EIL approaches in
this study are: (1) include examples of English varieties today, (2) exemplify L2 – L2
interaction and (3) have culture context in the EIL material (Matsuda, 2011). Those
three criteria will be the theme of the analysis in this study to aim to what extent the
EIL material reflects an EIL approach.
Include examples of English varieties today
One of the EIL approaches reflected in the EIL teaching materials is that the
material includes the example of English varieties today (Matsuda, 2011). I found that
two, from twenty, EIL materials directly show the example of English varieties today.
The first data show Lala’s EIL material for the second mini teaching in the EIL micro
teaching class. Lala’s EIL material is a listening material for the third grade of senior
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high school which is designed for the second mini teaching. Lala’s EIL material uses
a popular song entitled Price Tag which is sung by the origin singer, Jessie J, an
American
singer,
and
the
duet
two
Thai
(http://www.youtube.com/wathc/v=Gay9P9pho5k&feature=related).
singers
Here, we find
two example of English varieties today: the original song which is sung by an
American and another version of the song which is sung by two Thai people.
In the following data, we can find the example of English varieties today
which reflect an EIL approach in Lala’s EIL material:
Objective:
By the end of the lesson, the students will be able to understand dropped syllable in
different accent by given song in Thai and American accent title “Price tag”.
Activity:
- Ask the students to listen to the “Price Tag” sung by Thai singers
- List dropped syllables which are found in the song.
- Ask the student listen to the second video (American accent) and ask them to
compare it with the first video.
(Lala’s 2nd Lesson Plan, 2012)
Beside the teaching objective and the teaching activity, Lala’s EIL material provides
the lyrics of Price Tag (Appendix 1). Moreover, the teaching activity requires the
learners to compare the original version of the song, which is sung by an American
singer and another version which is sung by Thai singers. At the same time, Lala’s
reflection journal emphasized that this EIL material focus on providing examples of
English varieties today (Lala’s 2nd Reflection Journal, 2012).
Lala’s EIL material obtains a reflection of EIL approach through providing
two examples of English varieties today, the variety in Thailand and in America. It
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reflects an EIL approach since in the era of EIL English is an international language,
no longer belongs solely to the inner circle speakers (Matsuda, 2011). Moreover, the
teaching activity asks the students to listen to the song which is sung by Thai singers
first, rather than the original version, before requiring them to list the dropped
syllables to emphasize the English variety today. This condition leads to a reflection
of EIL where including the example of English varieties today to give the learners a
chance to raise their awareness of English varieties and accommodates the learners to
improve their listening skill to the English variety which exists in the expanding circle
country (Matsuda, 2011).
The second data which reflects an EIL approach through including the
example of English varieties today is Rum’s EIL material for the third mini teaching.
Rum’s EIL material is a listening material for the first grade of senior high school.
The variety of English today is shown through the listening activity where Rum’s EIL
material provides a recorded dialogue spoken by four Indonesians. Moreover, there’s
also local vocabularies found in the dialogue. Although the objective of Rum’s EIL
material aims the learners to complete the dialogue (Rum’s Lesson Plan, 2012), rather
than pay attention to the English variety, Rum’s EIL material provides an example of
English variety today which reflects an EIL approach.
In the following data we can find the dialogue spoken by four Indonesian as
the example of an English variety:
Teaching objective:
The students will able to fill in the blanks of the working sheet with the names of
some sports.
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Working Sheet
.... ... .... ....
Lily : Well, it’s just a ga e. A y ay, y f ie d had just o e a k f o Pale
brought me many mpek-mpek. Come to my house this evening to taste it.
Dhani: Wow! That’s
a g a d he
traditional Indonesian
food. (local vocabulary)
y fa o ite food. Is he a athlete?
Lily : Yeah, he is an _ _ _ _ _ _ _ athlete. He got a gold medal.
A a : G eat! My eigh o had just o e a k f o
ell so I do ’t k o he sto y.
Pale
a g too. But I do ’t k o he
ey
Widya : Is she an athlete too?
Ana : Yeah, I heard that she plays _ _ _ _ _ _ _ .
….. …. …..
(Rum’s 3rd Lesson Plan, 2012)
The speakers in the conversation recorded, Dhani, Ana, Widya and Lily, were actually
other student teachers from the EIL micro teaching class. Based on Rum’s reflection
journal, this teaching material is an EIL material because she designed it by herself
based on what was happening in Indonesia, where she and the learners live, and
moreover the dialogue is spoken by her friends, who are Indonesians (Rum’s 3rd
reflection journal, 2012).
Rum’s EIL material shows a reflection of EIL approach by including the
example of an English variety in the listening activity. Through the listening activity,
the learners will listen carefully in order to complete the dialogue. Therefore, the
listening activity accommodates the learners to improve their listening skill when they
have to listen to a dialogue spoken by Indonesian. At the same time the recorded
dialogue spoken by Indonesians in Rum’s EIL material also gives the learners chance
to be aware of the use of English in expanding circle area (Matsuda, 2011), especially
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in Indonesia. In addition, Rum’s EIL material directly provides an example of an
English variety today. As a result, in Rum’s EIL material, an EIL approach is
reflected in the dialogue spoken by Indonesians as the example of English variety
today.
From Lala’s and Rum’s EIL material, we learn that an EIL approach is
reflected through the example of English varieties today. When the EIL material
includes the example of English varieties today, the EIL material raises the learners’
awareness of the existence of English varieties in the era of EIL (Matsuda, 2011).
Based on Lala’s and Rum’s EIL materials, the learners are accommodated to improve
their communication skill, especially the listening skill. Furthermore as a lingua
franca, English in the era of EIL spoken by L2 speakers which creates varieties, but
there’s equality between one variety and the others (Erling, 2005). Through the
example of English variety today included in the EIL material, the EIL material shows
the equality between one English variety and the others, even between the varieties in
the inner circle countries and the varieties in the expanding circle countries. Moreover,
the example of English varieties today included in the EIL teaching material shows
the acceptance of the English varieties today as an EIL approach (Hiep, 2006).
Therefore, the EIL materials which include the example of English varieties today
obtain an EIL approach.
Exemplify L2 – L2 interaction
Another approach reflected in the EIL material is that the EIL material
exemplifies L2 – L2 interaction (Matsuda, 2011). Since in the era of EIL, English
used as the lingua franca to facilitate the communication, not only between L1 and L2,
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but also between L2 and L2 (Erling, 2005). From twenty teaching material I found
two EIL materials which directly exemplify L2 – L2 interaction and also L2 – L1
interaction. The first data is Rusana’s EIL material which is designed to teach
listening for the first semester of English Department college students. The interaction
between L2 – L2 interaction is exemplified in the form of recorded dialogue of two
Javanese, one of ethnic groups in Indonesia. The two Javanese, in the dialogue, talk
about their favorite food and the learners have to complete the dialogue. Since, the
two people speak in the dialogue are Javanese, they do not speak English as their L1.
Here, the conversation exemplifies L2 – L2 interaction in Rusana’s EIL material.
From the data below, we can find the L2 – L2 interaction in Rusana’s EIL
material:
…. …. …
Yati: “I see. By the way, what do you have in your refrigerator?”
Wati: “ok, let’s open it; there are a lot of thing. There are a lot of ______ and _____.
What else? Hmm I have a piece of _________. And I always have plenty of fresh
vegetable like ______, ______, and ________. I usually eat a little meat, but I really
love fried rice with a few of petai inside and also fresh salad with _____.”
…. …. ….
(Rusana’s 1st Lesson Plan, 2012)
Moreover, Rusana also stated in her reflection journal that the listening activity will
help the learners to listen to an English conversation spoken by L2 speakers (Rusana’s
1st Reflection Journal, 2012).
Rusana’s EIL material obtains the L2 – L2 interaction as an EIL approach
reflected in the EIL teaching material. Through a recording of dialogue spoken by two
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Javanese, the L2 – L2 interaction is exposed as part of communication in the era of
EIL. According to Matsuda, L2 – L2 interaction in the EIL teaching material shows
the role of English as a lingua franca in the era of EIL, even in L2 – L2 interaction.
Since the dialogue is a listening activity, at the same time Rusana’s EIL material also
give a chance for the learners to improve their listening skill in L2 – L2 interaction
(Matsuda, 2011). Rusana’s EIL material also reflected an EIL approach through L2 –
L2 interaction because L2 – L2 interaction is part of EIL where English even spoken
by more speakers rather than in the inner circle (Erling, 2005). Since the countries in
the expanding circle has various mother tongue, English is spoken as a lingua franca
to facilitate the communication between one expanding circle country and other
countries in the era of EIL. Therefore, L2 – L2 interaction in Rusana’s EIL material
reflects an EIL approach.
Although this study points out that the reflection of an EIL approach is
reflected through the EIL material which exemplifies the L2 – L2 interaction, L2 – L1
interaction still has an important role in reflecting an EIL approach. In the era of EIL,
English has a role as umbrella where the varieties of English covered under it includes
L2 – L1 interaction (Erling, 2005). The interaction between L2 – L1 in the EIL
material is even possible to show the equality of L2 and L1 in an interaction.
Therefore, the L2 – L1 interaction is also discussed as the reflection of EIL approach
in this study.
The EIL material which exemplifies L2 – L1 as the reflection of EIL approach
is Lida’s EIL material which is designed for the second mini teaching. Lida’s EIL
material is a speaking material for third grade of senior high school. The learners are
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required to give their opinion about Indonesian culture and American culture (Lida’s
2nd Reflection journal, 2012). Lida’s EIL material has a conversation between an
Indonesian and an American which shows the example of L2 – L1 interaction in the
actual interaction. Through this conversation, we can see how the L2 – L1 reflects an
EIL approach.
In the following data, we can find an EIL approach which is reflected in L2 –
L1 interaction:
Arinda : I really hate it when people say, “Tell me what you think about the U.S”
Bob
: Why is that? After all, they’re just trying to be friendly and start a conversation.
Arinda : Well, I don’t see it that way. Why are they all so interested in what I think?
Bob
: Cut it out, Rinda! This is America, the land of individual. I mean, you are a
foreigner and people want to know your opinion.
Arinda : Yeah, Bob. But what if I say something that offends them? They’d probably get mad.
Then what?
Bob
: Tough luck! They ask you for your opinion, and you tell them. If they don’t like it, then
that’s their problem.
(Lida’s 2nd Lesson Plan, 2012)
The conversation between L2 (Indonesian) and the L1 (American) in Lida’s EIL
material aims to shows a cross cultural interaction in the era of EIL (Lida’s 2nd
Reflfection Journal, 2012).
Lida’s EIL material attempts to reflect an EIL material through a conversation
which exemplifies L2 – L1 interaction. The conversation in Lida’s EIL material
directly shows that in the cross cultural interaction, between L2 speaker, Arinda, an
Indonesian, and L1 speaker, Bob, an American, that there’s a different culture
between L2 and L1. However, when they communicate in English, the L2 is equal to
L1. According to Matsuda (2011), in the era of EIL, English no longer belongs solely
17
to the inner circle speaker (L1), but it is also equally spoken by the expanding circle
speakers. Lida’s material also obtains that there’s a different style of communication
between L2 and L1, but it shows that the difference doesn’t make L1 is in the higher
position compare to L2 or the opposite. The condition in the shows that the EIL
material gives a chance to the learners to be aware of the status of English as lingua
franca in the EIL era (Erling, 2005). As a result, Lida’s EIL material reflects an EIL
approach through the L2 – L1 interaction.
Based on Rusana’s and Lida’s EIL material we learn that an EIL approach is
reflected through the EIL materials which exemplify L2 – L2 interaction and L2 – L1
interaction. The interaction between L2 and L2 reflects that in the era of EIL English
is spoken as lingua franca even between the expanding circle speakers. Moreover, it
also gives the learners a chance to improve their communication skill when they have
to communicate in L2 – L2 interaction (Matsuda, 2011). At the same times, the L2 –
L2 interaction is an important point since in the era or EIL there are even more
English speakers in the expanding circler countries (Erling, 2005).
Therefore,
Rusana’s EIL material which exemplifies the L2 – L2 interaction reflects an EIL
approach.
While the L2 – L1 interaction also has an important role to reflect an EIL
approach. The use of English in the era of EIL as a communication tool between L2
and L1 in the EIL material to reflect an EIL approach has to be aware of the equality
of L2 and L1 (Erling, 2005). Moreover, the L2 – L1 interaction in Lida’s EIL material
reflects the cross cultural interaction which is needed to be realized by the learners.
Through L2 – L1 interaction exemplified in Lida’s EIL material, there’s a chance to
18
raise the learners’ awareness of the cross cultural communication in the era of EIL.
Since the interaction between L2 and L1 is part of the communication in the era of
EIL (Coskun, 2009), Lida’s EIL material reflects an EIL approach through the L2 –
L1 interaction.
Have cultural content
The last approach reflected in the EIL material which is discussed in this study
is that the EIL material has a cultural content. Through the cultural content in the EIL
material, the EIL material obtains to show respect to the learners’ local culture
(Matsuda, 2011). Before this study discusses an EIL reflection through the cultural
content in the EIL material, we need to have the same perception of local culture
discussed in this study. The local culture discussed in this study refers to the culture
which exists around the student teachers and the learners, including the student
teachers’ and the learners’ ethnic culture.
From the twenty EIL materials, I found that sixteen EIL materials have
cultural content. The sixteen EIL materials have various cultural contents which cover
the culture of expanding circle country, outer circle country, and even the inner circle
country. However, this study will focus on the EIL materials which include the
learners’ local culture. The discussion of cultural content in the EIL material in order
to reflect an EIL approach in this study divided into three points: (1) the EIL materials
which use exclusively use local culture only, (2) the EIL materials which use local
culture and the inner circle culture, and (3) the EIL materials which use local culture
and another expanding culture.
19
1. Exclusively use local culture only
There are three EIL materials exclusively use learners’ local culture only in
order to reflect an EIL approach. Two of the three EIL materials are speaking EIL
materials, while the rest is a reading EIL material. This discussion will come first with
the EIL speaking materials which are designed by Nora and Rusana. Nora’s EIL
material is a speaking material which requires the learners to have a simple
presentation about the wedding ceremony they know based on the example given by
the EIL teaching material. Nora’s EIL material is a third grade speaking material
which is designed for the second mini teaching. While Rusana’s EIL material requires
the learners to retell a story about wayang, a Javanese traditional puppet show, based
on a mute video provided in the EIL material. Rusana’s EIL material is also a third
grade speaking material for the second mini teaching.
In the following data, we can find Nora’s and Rusana EIL material which
exclusively use local culture in order to reflect an EIL approach:
Teaching objective:
At the end of the class, students will know various kinds of wedding customs in
Indonesia.
Activity:
Present a traditional wedding ceremony you know in a group!
(Nora’s 2nd Lesson Plan, 2012)
By the end of the lesson, the students will be able to communicate narrative story in
form of storytelling in a sequence by given a mute video of Wayang.
(Rusana’s 2nd Lesson Plan, 2012)
20
To help the learners do the teaching activity in order to reach the objective, Nora’s
EIL material provides the example of Sumbanese, an ethnic group in the eastern
Indonesia, wedding ceremony (Appendix 2). While Rusana’s EIL material provides a
mute video of wayang in order to give the learners a clear picture about the story they
have to retell. Both Nora’s and Rusana’s EIL material expose local culture to the
learners in order to reflect an EIL approach (Nora’s and Rusana’s 2nd Reflection
Journal, 2012).
Nora’s and Rusana’s EIL material obtain the reflection of EIL approach
through exclusively presenting learners’ local culture only in their EIL material.
When the EIL material exclusively present learners’ local culture, the learners’ local
culture is given a room to be exposed in the EIL teaching – learning activity, it shows
that the learners’ local culture is part of the culture in the era of EIL (Erling, 2005).
Thus means an acceptance to the learners’ local culture which shows a respect to the
local culture. According to Matsuda (2011), presenting learners’ local culture shows
respect to the learners’ local culture, which actually a reflection of an EIL approaches
in the EIL material. Therefore, based on Nora’s and Rusana’s speaking EIL material
an EIL approach is reflected through exposing learners’ exclusively which at the same
time show respect to the learners’ local culture.
While the third data is Nora’s EIL material for the third mini teaching. Nora’s
EIL material is a narrative reading material for the third grade of senior high school.
Nora used local folktale rather than western fairy tale to show that the EIL material
presenting local culture in order to reflect an EIL approach (Nora’s 3 rd Reflection
Journal, 2012). Moreover, the use of local folk tale in this EIL reading material aims
21
to expose the learners’ local culture through the folk tale in order to raise the learners’
awareness of their local culture (Nora 3rd Reflcetion Journal, 2012). The cultural
content can be found in the story of “Bawang Merah, Bawang Putih” and “Keong
Mas” (Appendix 3) two popular local folk tale in Indonesias.
Nora’s EIL material implements an EIL approach through presenting local
folk tale in a narrative reading material. The use of local folk tale in this EIL material
gives the local folk tale in Indonesia, as part of the learners’ local culture, to be
exposed in the EIL pedagogy. The learners’ local folktale in Nora’s EIL material
shows a respect to the existence of the folk tale as part of learners’ local culture. The
local folk tales, as part of local culture appears and exists in the EIL context,
especially used as a teaching material shows the equality to other folk tales (Erling,
2005). The use of local folk tales here also shows that the local culture can be part of
culture existed in the era of EIL (Matsuda, 2011). For that reason, Nora’s EIL reading
material reflects an EIL approach through presenting local folk tales which shows
respect to the folk tale as part of learners’ local culture.
From the three EIL materials which exclusively use local culture only, we find
that exclusively presenting local culture show a respect to the learners’ local culture is
a reflection of an EIL approach. According to Matsuda (2011), presenting learners’
local culture is a reflection of an EIL approach because it shows respect to learners’
local culture. Moreover, presenting learners’ local culture also gives a room to the
learners’ local culture in to be appreciated and to be part of culture in the EIL
pedagogy (Coskun, 2009). Beside, the use of local culture in the EIL material also
shows the acceptance to the learners’ local culture (Erling, 2005).
22
2. Use local culture and inner circle culture
There are two EIL materials use learners’ local culture and the inner circle
culture at the same time. The first data is Atma’s EIL material which is designed for
the third mini teaching. Atma’s EIL material is a report writing material for the first
grade of senior high school. The learners’ local culture in Atma’s EIL material is
Indonesian traditional snacks which is the main theme of this EIL report writing
material. While the inner circle culture is the presence of imagery character, an alien,
who wants to eat Indonesian traditional snacks as part of the instruction in the
teaching activity. The line story of an alien who wants to eat Indonesian traditional
snacks in Atma’s EIL material represents the use of learners’ local culture and the
inner circle culture in this EIL material.
In the following data, we can find the use of learners’ local culture and the
inner circle culture in Atma’s EIL material:
The pictures of Indonesian traditional snacks which should be the object of the
students’ report writing
-
The alien was hungry, but had no idea about what it should eat at that time. Can
you write a report text about the food?
(Atma’s 3rd Lesson Plan, 2012)
The use of alien and Indonesian traditional food in this EIL teaching material
symbolizes the western, as the inner circle, and learners’ local culture. The word alien
has a close meaning as an adjective to the words foreign, overseas, and external
23
(Thesaurus, 2008). Simply we can define the word alien here is something connected
to foreign country or out of the society. The use of alien bears a new sense of an outer
space creature, which is an imagery character in this EIL teaching material. The
imagination of outer space creature or alien is part of western culture, while
Indonesian traditional snacks are part of Indonesian culture or the learners’ local
culture (Atma’s 3rd Reflection Journal, 2012).
From Atma’s EIL material we learn that the use of learners’ local culture and
inner circle culture as a reflection of an EIL approach. Through Atma’s EIL material,
we get a picture about the relationship between the learners’ local culture and the
inner circle culture. Both cultures are different, but it doesn’t mean that one culture
has higher value than the other (Erling, 2005). The illustration of an alien who wants
to eat Indonesian traditional snacks who needs a detail description about the snacks in
Atam’s EIL material represents the inner circle acceptance to the learners’ local
culture. The acceptance to the learners’ local culture reflects an EIL approach where
the EIL material respects the learners’ local culture (Matsuda, 2011). Through the
story line of a hungry alien who wants to eat Indonesian traditional snacks, Atma tried
to reflect an EIL approach because it shows that the inner circle respect the learners’
local culture.
The second EIL material which uses learners’ local culture and the inner circle
is Kero’s EIL material which is designed for the third mini teaching. Kero’s EIL
material is a writing EIL material which requires the students to write their opinion
about which the food they like. The learners’ local culture in this material represents
by the Indonesian food, while the inner circle culture represents by western food.
24
Kero’s EIL material provides some pictures of Indonesian food and western food
which are almost similar, to be the topic of the learners’ writing activity.
The use of learners’ local culture and the inner circle culture can be found in
the following data:
&
Danke
&
Cheese
Sate
Barbeque
The teaching objective:
By using and responding the expression of like and dislike, students will be able to
make a paragraph based on the expression.
(Kero’s 3rd Lesson Plan, 2012)
Through Indonesian food, as the learners’ local culture, and western food, as the inner
circle culture, Kero’s EIL material puts the learners’ local culture and the inner circle
culture in equality, without any judgment which one is better (Kero’s 3rd Reflection
Journal, 2012).
Based on Kero’s EIL material, the EIL approach is reflected through the use of
learners’ local culture and inner circle culture. Kero’s EIL material displays
Indonesian food and western food without any judgment and has an activity that let
the learners’ to think about the food and write a paragraph to explain their reason
which one they like the most. Kero’s EIL material reflects an EIL approach through
the activity since it shows the acceptance of cultures, learners’ local culture and inner
circle culture. The acceptance of those cultures reflects EIL as an international
language which accept the learners’ local culture and inner circle equally (Erling,
25
2005). Moreover, it shows respect to the learners’ local culture since Kero’s material
put the cultures equally without any judgment (Matsuda, 2011). Through Kero’s EIL
material an EIL approach is reflected in the use of learners’ local culture and the inner
circle culture which put the culture in equality.
From Atma’s and Kero’s material we learn that an EIL approach can be
reflected through the use of learners’ local culture and inner circle culture. Atma’s
EIL material emphasizes the acceptance of learners’ local culture by the inner circle
culture. Although the cultures are different, the inner circle accepts the existence of
learners’ local culture in the EIL material (Erling, 2005). At the same time, Kero’s
EIL material emphasizes the equality of learners’ local culture and inner circle culture
by putting them equally in the EIL material. The equality between learners’ local
culture and inner circle culture shows that English in the era of EIL is an international
lingua franca which accepts the learners’ local culture and the inner circle culture
equally (Hiep, 2006). Both Atma’s and Kero’s EIL materials also shows respect to the
learners’ local culture since there’s no judgment in accepting the culture (Matsuda,
2011). Therefore, through Atma’s and Kero’s EIL material we find out that an EIL
approach is reflected through the use of learners’ local culture and inner circle culture
which shows respect to the learners’ local culture.
3. Use local culture and other expanding circle culture
The last point of reflecting an EIL approach through the EIL material which
has cultural content is the use of learners’ local culture and other expanding circle
cultures. Like Atma’s EIL material which designed for the second mini teaching.
Atma’s EIL material shows learners’ local culture and other expanding circle culture
26
through displaying extreme cultures from Indonesia and from Thailand and China.
Atma’s EIL material is a second grade of senior high school EIL speaking material
which requires the student to give their opinion about the extreme cultures displayed.
In the following data we can find the use of learners’ local culture and the
other expanding circle cultures to reflect an EIL approach in Atma’s EIL material:
Personal Opinion
Agreement & Disagreement
SHOULD WE BAN
THEM??
•
•
•
•
•
•
I agree with you.
I don’t agree with you /
I disagree
I
y opi io , ….
To e, ….
It see s to e that ….
Pe so ally I thi k that …
As fa as I a o e ed …
I’
uite o i ed that …
(Atma’s 2nd Lesson Plan, 2012)
In Atma’s EIL material we can find that the extreme culture from Indonesia, taken
from the culture of long ear in Kalimantan, Thailand long neck, and Chinese small
feet is displayed as the topic of a speaking activity. This EIL material also provided an
article for each culture which is discussed to acknowledge the learners about the
culture. Moreover, Atma’s EIL material is designed to acknowledge the learners’
about the extreme culture and help them to think about the extreme culture critically
without any judgment (Atma’s 2nd Reflection Journal, 2012).
Atma’s EIL material obtains learners’ local culture and other expanding circle
culture to reflect an EIL approach. Since, the learners’ local culture and the other
27
culture are from the expanding circle countries, it shows the learners that English is
even mostly use in the expanding circle area (Hiep, 2006). Moreover, putting the
learners’ local culture and the other expanding circle culture equally shows the respect
not only to the local culture, but also the other expanding culture. Since in the era of
EIL English has a role as an umbrella with various cultures under it (Erling, 2005).
Atma’s EIL material also aims to acknowledge the learners’ about the extreme culture
as part the learners local culture and the other expanding circle culture, it shows an
acceptance to the culture (Hino, 2009). Atma’s EIL material gives a chance to the
learners to think about the culture critically rather than judge the culture. It shows
respect to the cultures through the use of learners’ local culture and the other
expanding circle cultures (Matsuda, 2011).
From Atma’s EIL material we learn that an EIL material is reflected through
the use of learners’ local culture and the other expanding circle cultures. Beside it
shows the acceptance to the culture, it shows the equality of culture in the era of EIL
(Erling, 2005). Moreover, through Atma’s EIL material the learners’ get a chance to
think about the culture critically rather than judge the culture (Hino, 2009). An EIL
approach is also reflected through the EIL material which uses learners’ local culture
and the other expanding circle cultures to show respect to the cultures, especially the
learners’ local culture (Matsuda, 2011). Therefore, Atma’s EIL material reflects an
EIL material through the use of learners’ local culture and the other expanding circle
culture.
28
CONCLUSION
This study aims to analyze to what extent the EIL material reflects an EIL
approach. The analysis to the EIL teaching material which is designed for an EIL
micro teaching class has found that there are three EIL approaches reflected in the
EIL teaching material. The three EIL approaches reflected in the EIL teaching
material designed for an EIL micro teaching class are: (1) giving the example of
English varieties today, (2) exemplifying L2 – L2 interaction, and (3) having cultural
content. These criteria are developed based on McKay’s EIL teaching material criteria
which are restated by Matsuda (Matsuda, 2011).
The EIL material reflects an EIL approach through the teaching activity,
teaching objective, and the teaching instruction. For the first EIL approach analyzed
in this study, giving an example of English varieties today, the EIL materials shows
the difference of English in certain area, includes the inner circle area and even
expanding circle area. Through the variety shows in the recorded dialogues and song,
the EIL material give a chance to the learners to communicate in certain variety and
accept the variety. The second EIL approach
AN EIL MICRO TEACHING CLASS REFLECTS AN EIL
APPROACH
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dhenok Praptiningrum
112008111
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
THE ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN
AN EIL MICRO TEACHING CLASS REFLECTS AN EIL
APPROACH
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Dhenok Praptiningrum
112008111
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
i
2
3
4
AN ANALYSIS TO WHAT EXTENT THE EIL MATERIAL IN AN EIL
MICRO TEACHING CLASS REFLECTS AN EIL APPORACH
Dhenok Praptiningrum
ABSTRACT
The study aims to analyze to what extent the English as an international
language (EIL) teaching material reflects an EIL approach. The reflection of EIL
approach in this study is developed based on Matsuda’s (2011) EIL approach in her
principles for EIL materials development. Inspired by Matsuda this study is attempted
to analyze to what extent the EIL material reflects an EIL approach. This study is
conducted in an EIL micro teaching class, a teaching practicum preparation which
focuses on EIL teaching and learning in English Department of Satya Wacana
Christian University, Salatiga. Based on the EIL teaching material designed for the
EIL micro teaching class, this study analyzed the extent of the EIL approach reflected
in an EIL material. The findings suggested that an EIL approach which is reflected in
the EIL teaching material covers the example of English varieties today, the example
of the use of English in L2 – L2 speakers (L2 – L2) communication, and the respect to
the learners’ local culture.
Keywords: EIL material, EIL approach
INTRODUCTION
This study aims to analyze to what extent the EIL material reflects an EIL
approach which was driven by my condition as a student teacher in a micro teaching
class. Micro teaching class which was conducted in English Department of Satya
Wacana Christian University is a two credit hour class which is opened to prepare the
sixth or seventh grade students before they have a teaching practicum in the following
semester. Since the teaching material is designed in the era English as an international
language (EIL), which means English is the lingua franca to communicate in the
international context (Matsuda, 2011); the teaching material has to reflect an EIL
approach. At the same time, I took a micro teaching class which concerned with EIL
when I was completing my pre-service teacher education program in Satya Wacana
Christian University, Salatiga. In this EIL micro teaching class the student-teachers
1
had to design EIL materials that reflect an EIL approach. However, each student
teacher had a different perception toward what an EIL material was. In order to
define how to design the EIL teaching material which reflects an EIL approach I
analyzed twenty EIL materials in the EIL micro teaching class to answer a research
question: to what extent the EIL material reflects the EIL approach?
In this EIL micro teaching class each student teacher got a peer feedback after
they practiced to teach English with their own EIL material. After doing my second
mini teaching, I found that one peer feedback considered that my teaching material
was too American. At that time I downloaded a recording from VOA website to teach
listening for the first grade of senior high school. My material required the students to
complete the missing vocabularies in the text and to get the information about the
culture which had firework as the teaching objective. Since the recording was spoken
by an American, the peer feedback considered it was not an EIL material. However, I
thought it was an EIL material because although it’s spoken by an American, it did
not only expose American culture, but also other cultures including Indonesia where
firework was also part of the culture.
Based on the feedback, I tried to design an EIL material which showed any
local thing; in this case I displayed some picture of local places around the students. I
designed a teaching material for the second grade of senior high school. To make the
teaching material specific, I designed it to teach descriptive where the students had to
describe some local places around them. This EIL material had an objective which
required the students to write a paragraph of a place description based on the picture
they got.
2
I let my students use local vocabularies which were difficult to be translated
into English. Take for example eceng gondok, a kind of plan live in water with its leaf
appears to the water surface, to name a plan which they found in the one of the
pictures. Though, they students were still allowed include local vocabularies to their
description, they had to provide explanation about the local vocabularies in English. I
thought this EIL material reflects an EIL approach since it shows the students’ local
culture through the local terms or vocabularies (Matsuda, 2011).
After practicing the third mini teaching, I got some peer feedbacks that
considered my teaching material was an EIL material because it allowed the use of
local vocabularies as part of local culture. My material did not expose culture from
the countries which are included in Kachru’s inner circle, like for example the United
Stated of America, Autralia, and United Kingdom. However, I kept thinking that in
the era of EIL, English was a language which was used as lingua franca in the
international context. It made me think since the inner circle countries were part of the
international community, the existence of the inner circle culture was still needed to
be considered to design the EIL material. According to Erling (2005), in the era of
EIL, English is an umbrella with the inner circle, outer circle, and the expanding
circle countries under it. It means that the cross cultural communication with English
as the lingua franca takes place in a whole area of Kachru’s circle.
I found that it was not easy to design an EIL teaching material. In the era of
EIL, English is used as a lingua franca in the international communication. This
condition leads to a cross cultural communication; not only between the outer or
expanding circle country of Kachru’s circle and the inner circle country, but also the
communication in the expanding circle countries (Matsuda, 2011). As a lingua franca,
3
English in the era of EIL has to cover the speakers’ culture, especially the EIL
teaching material which is designed to reflect an EIL approach (Coskun, 2009). EIL
material is designed with all this complexity and at the same time it has to reflect an
EIL approach clearly. Based on this condition this study is attempted to answer the
research question about to what extent the EIL material reflects an EIL approach.
Through the analysis to the EIL materials which were designed for an EIL micro
teaching class, this study will show how the EIL approach is reflected in the EIL
material.
LITERATURE REVIEW
Before going on the discussion about the analysis to what extent the EIL
material reflects an EIL approach we need to understand more about EIL material and
EIL approach. According to Matsuda (2011), EIL material is a teaching material
which is designed based on the EIL principles or EIL approach. To deal with EIL
approach Coskun (2009) in his study in the Middle East found that EIL has to include
the learners’ local culture as an EIL approach. At the same time Matsuda (2011)
stated that the EIL material has to show the use of English in the local context
including the culture in order to show the respect to the local culture as an EIL
approach. Based on Coskun’s (2009) and Matsuda’s (2011) study, the EIL material
has to accept that English is used as a lingua franca in the international context, so it
needs to be aware of respecting learners’ local culture in an international
communication.
Beside the culture point, the EIL material also has to be designed based on the
condition where English is used to facilitate a communication not only between L2 –
L1 speakers (L2 – L1), but also between L2 – L2 speakers (L2 – L2). According to
4
Erling (2005), English in the era of EIL is the common core of English where it
covers the varieties of English today. Therefore, an EIL approach is reflected through
the L2 – L2 interaction (Matsuda, 2011).
In the era of EIL, there are two points of EIL approach which need to be
reflected in the EIL material. The first is the acceptance of English varieties today. In
order to design an EIL material, the material needs to show English varieties today
which in fact exist in the expanding circle countries (Matsuda, 2011). The second, the
EIL material needs to show that English is a lingua franca even in L2 – L2
communication (Erling, 2005). The L2 – L2 interaction is an important point to reflect
an EIL approach, including the cultural content in the EIL teaching material (Matsuda,
2011). Lead by the previous research conducted by Coskun (2009), Erling (2005), and
Matsuda (2011), I conduct a study to answer the research question about to what
extent the EIL material reflects an EIL approach.
METHODOLOGY
This study will analyze to what extent the EIL material reflects an EIL
approach. To attempt this study I use qualitative research, since the data analyzed in
this study deals with words (Zacharias, 2011). All the detail information from the data,
the lesson plan, teaching material, and reflection journal, is the form of words.
Therefore, the qualitative research will be effective for this study.
Context of the study
To give a complete picture to what extent the EIL material reflects an EIL
approach I conducted the study in English Department, an undergraduate program in
the Faculty of Language and Literature of Satya Wacana Christian University
5
(SWCU). SWCU is a private university which is located in Salatiga, a small town in
Central Java Province, Indonesia. I chose English Department because it has a micro
teaching class. Micro teaching class is a two hour credit course class which is taken
by the undergraduate students in their sixth or seventh semester to prepare them to
teach English in their teaching practicum in the following semester.
For the specific context, I choose a micro teaching class which concern with
EIL pedagogy. This course is one of the courses opened in the first semester of the
year 2011 – 2012 and the only micro teaching class which required the students to
deal with EIL pedagogy. There were twelve students enrolled in this class. All of
them were the seventh semester students who would conduct a teaching practicum in
the following semester. All the students had to designed EIL material and practice
their teaching material in a mini teaching. The teaching material and the lesson plan
which was designed by the student teachers will be my data for this study.
Participants
Since this study analyzes to what extent the EIL material reflects an EIL
approach, the data will focus on the EIL materials designed for an EIL micro teaching
class. In the EIL micro teaching class there were three mini teachings conducted with
three different materials. However, I did not use the data from all student teachers in
this EIL micro teaching class. I used purposive sampling to choose the EIL material
as the data for this study. I decided to collect the data from the second and third mini
teaching because the for the first mini teaching all the student teachers were required
to design the EIL material based on the material given by the teacher. Therefore, all
the student teachers had the same material designed for the first mini teaching.
6
However, I found one EIL material, Rusana’s EIL material, designed for the
first mini teaching which directly reflects an EIL approach, so I chose Rusana’s EIL
material which is designed for the first mini teaching to be part of the data analysis.
There were twelve student teachers, included me, in this EIL micro teaching class. I
excluded my EIL material for this study to make an objective analysis, and I collected
the data from ten student teachers since these ten student teachers had complete data
for this study.
Before I come to the data analysis, I would like to give the general information
about the personal background of the participants. I arranged the participants based on
their first language (L1) and ethnicity to make it easier to be arranged. The L1 here
means their mother tongue, the language the learned first that means the language
which the participants grew up with.
No.
Pseudonyms
Gender
Age
Ethnicity
1.
Nora
F
22
Sumbanese
2.
Kero
F
21
Ambonese
3.
Yanto
M
22
Javanese
4.
Marry
F
22
Javanese
5.
Lida
F
23
Javanese
6.
Rusana
F
22
Javanese
7
Aya
F
23
Javanese
7
Language Spoken
Indonesian
Sumbanese
English
Ambonese
Indonesian
English
Javanese (a little)
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
8
Rum
F
21
Javanese
9
Lala
F
22
Javanese
10
Atma
M
22
Javanese
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Javanese
Indonesian
English
Instrument of data collection
Since this study will analyze to what extent the EIL material reflects an EIL
approach, it copes with the lesson plan, teaching material, and reflection journal as the
data. To reach the purpose of the analysis, this study used diaries observation to
collect the data. Through the diaries observation, the lesson plan, teaching material,
and reflection journal is analyzed in order to collect the data for this study.
Procedure of data collection
To collect the data I first collected all the EIL materials, lesson plans, and
reflection journals designed by the student teachers for the EIL micro teaching class.
After that I decided to read the EIL materials which consist of the material, teaching
activity, and the assessment to get the general idea of the EIL material designed for
this EIL class. Since I found that the EIL materials designed for the first mini teaching,
I decided to use the EIL teaching materials designed for the second and third mini
teaching. There were twenty EIL materials which had: the teaching materials, the
teaching audio visual aids (AVA) for the teaching activity like a recording for
listening activity and power point for displaying pictures or certain teaching materials,
and the assessment to check how far the EIL materials help the students to reach the
teaching objective.
8
The next step, I highlighted the EIL approach reflected in the EIL materials. I
use one color to highlight one approach based on McKay’s EIL criteria which restated
by Matsuda (Matsuda, 2011). From this step I found three components of EIL
approach reflected in the EIL material:
1. providing the example of English varieties today,
2. exemplifying L2 – L2 interaction, and
3. having a cultural context.
Based on the three component of EIL approach reflected in the twenty EIL materials,
I decided to develop three categories, same as the component defined in the EIL
material, as the framework of the analysis to what extent the EIL material reflects an
EIL approach.
In order to get data easier I divided the EIL materials based on the categories.
The EIL materials which were analyzed consist of the following data:
1. the teaching material completed with teaching activity and the AVA such as
picture, power point presentation, or game procedures, and the review of the
lesson,
2. assessment to check how far the students’ reach the teaching objective
included the recording for the listening activity,
3. lesson plans that explain the teaching procedure in detail and the teaching
instruction.
Finally I analyzed the EIL material, as the primary data, completed by the
reflection journal for each EIL material. The reflection journal is the student teachers’
journal consist of the student teachers’ reason in choosing the topic to design an EIL
material and what makes the material EIL, their teaching plans, their action in
9
conducting the EIL teaching activity, their class room observation, and their reflection
about the EIL teaching activity and the EIL material they have designed. This three
page reflection journals, or more or less 1000 – 1500 word journals, supported the
primary data as the secondary data for this study. Latter, I analyze the findings in
order to aim to what extent the EIL teaching material reflects an EIL approach, one
category by one category. And finally this study comes with the finding and
discussion in order to aim the analysis about to what extent the EIL material reflects
an EIL approach.
FINDINGS AND DISCUSSION
Since this study aims to what extent the EIL material reflects an EIL approach,
we need to define the criteria of EIL approach. This study adapted three McKay’s
criteria which are restated by Matsuda as the key principle of EIL material
development. The criteria to what extent the EIL material reflects EIL approaches in
this study are: (1) include examples of English varieties today, (2) exemplify L2 – L2
interaction and (3) have culture context in the EIL material (Matsuda, 2011). Those
three criteria will be the theme of the analysis in this study to aim to what extent the
EIL material reflects an EIL approach.
Include examples of English varieties today
One of the EIL approaches reflected in the EIL teaching materials is that the
material includes the example of English varieties today (Matsuda, 2011). I found that
two, from twenty, EIL materials directly show the example of English varieties today.
The first data show Lala’s EIL material for the second mini teaching in the EIL micro
teaching class. Lala’s EIL material is a listening material for the third grade of senior
10
high school which is designed for the second mini teaching. Lala’s EIL material uses
a popular song entitled Price Tag which is sung by the origin singer, Jessie J, an
American
singer,
and
the
duet
two
Thai
(http://www.youtube.com/wathc/v=Gay9P9pho5k&feature=related).
singers
Here, we find
two example of English varieties today: the original song which is sung by an
American and another version of the song which is sung by two Thai people.
In the following data, we can find the example of English varieties today
which reflect an EIL approach in Lala’s EIL material:
Objective:
By the end of the lesson, the students will be able to understand dropped syllable in
different accent by given song in Thai and American accent title “Price tag”.
Activity:
- Ask the students to listen to the “Price Tag” sung by Thai singers
- List dropped syllables which are found in the song.
- Ask the student listen to the second video (American accent) and ask them to
compare it with the first video.
(Lala’s 2nd Lesson Plan, 2012)
Beside the teaching objective and the teaching activity, Lala’s EIL material provides
the lyrics of Price Tag (Appendix 1). Moreover, the teaching activity requires the
learners to compare the original version of the song, which is sung by an American
singer and another version which is sung by Thai singers. At the same time, Lala’s
reflection journal emphasized that this EIL material focus on providing examples of
English varieties today (Lala’s 2nd Reflection Journal, 2012).
Lala’s EIL material obtains a reflection of EIL approach through providing
two examples of English varieties today, the variety in Thailand and in America. It
11
reflects an EIL approach since in the era of EIL English is an international language,
no longer belongs solely to the inner circle speakers (Matsuda, 2011). Moreover, the
teaching activity asks the students to listen to the song which is sung by Thai singers
first, rather than the original version, before requiring them to list the dropped
syllables to emphasize the English variety today. This condition leads to a reflection
of EIL where including the example of English varieties today to give the learners a
chance to raise their awareness of English varieties and accommodates the learners to
improve their listening skill to the English variety which exists in the expanding circle
country (Matsuda, 2011).
The second data which reflects an EIL approach through including the
example of English varieties today is Rum’s EIL material for the third mini teaching.
Rum’s EIL material is a listening material for the first grade of senior high school.
The variety of English today is shown through the listening activity where Rum’s EIL
material provides a recorded dialogue spoken by four Indonesians. Moreover, there’s
also local vocabularies found in the dialogue. Although the objective of Rum’s EIL
material aims the learners to complete the dialogue (Rum’s Lesson Plan, 2012), rather
than pay attention to the English variety, Rum’s EIL material provides an example of
English variety today which reflects an EIL approach.
In the following data we can find the dialogue spoken by four Indonesian as
the example of an English variety:
Teaching objective:
The students will able to fill in the blanks of the working sheet with the names of
some sports.
12
Working Sheet
.... ... .... ....
Lily : Well, it’s just a ga e. A y ay, y f ie d had just o e a k f o Pale
brought me many mpek-mpek. Come to my house this evening to taste it.
Dhani: Wow! That’s
a g a d he
traditional Indonesian
food. (local vocabulary)
y fa o ite food. Is he a athlete?
Lily : Yeah, he is an _ _ _ _ _ _ _ athlete. He got a gold medal.
A a : G eat! My eigh o had just o e a k f o
ell so I do ’t k o he sto y.
Pale
a g too. But I do ’t k o he
ey
Widya : Is she an athlete too?
Ana : Yeah, I heard that she plays _ _ _ _ _ _ _ .
….. …. …..
(Rum’s 3rd Lesson Plan, 2012)
The speakers in the conversation recorded, Dhani, Ana, Widya and Lily, were actually
other student teachers from the EIL micro teaching class. Based on Rum’s reflection
journal, this teaching material is an EIL material because she designed it by herself
based on what was happening in Indonesia, where she and the learners live, and
moreover the dialogue is spoken by her friends, who are Indonesians (Rum’s 3rd
reflection journal, 2012).
Rum’s EIL material shows a reflection of EIL approach by including the
example of an English variety in the listening activity. Through the listening activity,
the learners will listen carefully in order to complete the dialogue. Therefore, the
listening activity accommodates the learners to improve their listening skill when they
have to listen to a dialogue spoken by Indonesian. At the same time the recorded
dialogue spoken by Indonesians in Rum’s EIL material also gives the learners chance
to be aware of the use of English in expanding circle area (Matsuda, 2011), especially
13
in Indonesia. In addition, Rum’s EIL material directly provides an example of an
English variety today. As a result, in Rum’s EIL material, an EIL approach is
reflected in the dialogue spoken by Indonesians as the example of English variety
today.
From Lala’s and Rum’s EIL material, we learn that an EIL approach is
reflected through the example of English varieties today. When the EIL material
includes the example of English varieties today, the EIL material raises the learners’
awareness of the existence of English varieties in the era of EIL (Matsuda, 2011).
Based on Lala’s and Rum’s EIL materials, the learners are accommodated to improve
their communication skill, especially the listening skill. Furthermore as a lingua
franca, English in the era of EIL spoken by L2 speakers which creates varieties, but
there’s equality between one variety and the others (Erling, 2005). Through the
example of English variety today included in the EIL material, the EIL material shows
the equality between one English variety and the others, even between the varieties in
the inner circle countries and the varieties in the expanding circle countries. Moreover,
the example of English varieties today included in the EIL teaching material shows
the acceptance of the English varieties today as an EIL approach (Hiep, 2006).
Therefore, the EIL materials which include the example of English varieties today
obtain an EIL approach.
Exemplify L2 – L2 interaction
Another approach reflected in the EIL material is that the EIL material
exemplifies L2 – L2 interaction (Matsuda, 2011). Since in the era of EIL, English
used as the lingua franca to facilitate the communication, not only between L1 and L2,
14
but also between L2 and L2 (Erling, 2005). From twenty teaching material I found
two EIL materials which directly exemplify L2 – L2 interaction and also L2 – L1
interaction. The first data is Rusana’s EIL material which is designed to teach
listening for the first semester of English Department college students. The interaction
between L2 – L2 interaction is exemplified in the form of recorded dialogue of two
Javanese, one of ethnic groups in Indonesia. The two Javanese, in the dialogue, talk
about their favorite food and the learners have to complete the dialogue. Since, the
two people speak in the dialogue are Javanese, they do not speak English as their L1.
Here, the conversation exemplifies L2 – L2 interaction in Rusana’s EIL material.
From the data below, we can find the L2 – L2 interaction in Rusana’s EIL
material:
…. …. …
Yati: “I see. By the way, what do you have in your refrigerator?”
Wati: “ok, let’s open it; there are a lot of thing. There are a lot of ______ and _____.
What else? Hmm I have a piece of _________. And I always have plenty of fresh
vegetable like ______, ______, and ________. I usually eat a little meat, but I really
love fried rice with a few of petai inside and also fresh salad with _____.”
…. …. ….
(Rusana’s 1st Lesson Plan, 2012)
Moreover, Rusana also stated in her reflection journal that the listening activity will
help the learners to listen to an English conversation spoken by L2 speakers (Rusana’s
1st Reflection Journal, 2012).
Rusana’s EIL material obtains the L2 – L2 interaction as an EIL approach
reflected in the EIL teaching material. Through a recording of dialogue spoken by two
15
Javanese, the L2 – L2 interaction is exposed as part of communication in the era of
EIL. According to Matsuda, L2 – L2 interaction in the EIL teaching material shows
the role of English as a lingua franca in the era of EIL, even in L2 – L2 interaction.
Since the dialogue is a listening activity, at the same time Rusana’s EIL material also
give a chance for the learners to improve their listening skill in L2 – L2 interaction
(Matsuda, 2011). Rusana’s EIL material also reflected an EIL approach through L2 –
L2 interaction because L2 – L2 interaction is part of EIL where English even spoken
by more speakers rather than in the inner circle (Erling, 2005). Since the countries in
the expanding circle has various mother tongue, English is spoken as a lingua franca
to facilitate the communication between one expanding circle country and other
countries in the era of EIL. Therefore, L2 – L2 interaction in Rusana’s EIL material
reflects an EIL approach.
Although this study points out that the reflection of an EIL approach is
reflected through the EIL material which exemplifies the L2 – L2 interaction, L2 – L1
interaction still has an important role in reflecting an EIL approach. In the era of EIL,
English has a role as umbrella where the varieties of English covered under it includes
L2 – L1 interaction (Erling, 2005). The interaction between L2 – L1 in the EIL
material is even possible to show the equality of L2 and L1 in an interaction.
Therefore, the L2 – L1 interaction is also discussed as the reflection of EIL approach
in this study.
The EIL material which exemplifies L2 – L1 as the reflection of EIL approach
is Lida’s EIL material which is designed for the second mini teaching. Lida’s EIL
material is a speaking material for third grade of senior high school. The learners are
16
required to give their opinion about Indonesian culture and American culture (Lida’s
2nd Reflection journal, 2012). Lida’s EIL material has a conversation between an
Indonesian and an American which shows the example of L2 – L1 interaction in the
actual interaction. Through this conversation, we can see how the L2 – L1 reflects an
EIL approach.
In the following data, we can find an EIL approach which is reflected in L2 –
L1 interaction:
Arinda : I really hate it when people say, “Tell me what you think about the U.S”
Bob
: Why is that? After all, they’re just trying to be friendly and start a conversation.
Arinda : Well, I don’t see it that way. Why are they all so interested in what I think?
Bob
: Cut it out, Rinda! This is America, the land of individual. I mean, you are a
foreigner and people want to know your opinion.
Arinda : Yeah, Bob. But what if I say something that offends them? They’d probably get mad.
Then what?
Bob
: Tough luck! They ask you for your opinion, and you tell them. If they don’t like it, then
that’s their problem.
(Lida’s 2nd Lesson Plan, 2012)
The conversation between L2 (Indonesian) and the L1 (American) in Lida’s EIL
material aims to shows a cross cultural interaction in the era of EIL (Lida’s 2nd
Reflfection Journal, 2012).
Lida’s EIL material attempts to reflect an EIL material through a conversation
which exemplifies L2 – L1 interaction. The conversation in Lida’s EIL material
directly shows that in the cross cultural interaction, between L2 speaker, Arinda, an
Indonesian, and L1 speaker, Bob, an American, that there’s a different culture
between L2 and L1. However, when they communicate in English, the L2 is equal to
L1. According to Matsuda (2011), in the era of EIL, English no longer belongs solely
17
to the inner circle speaker (L1), but it is also equally spoken by the expanding circle
speakers. Lida’s material also obtains that there’s a different style of communication
between L2 and L1, but it shows that the difference doesn’t make L1 is in the higher
position compare to L2 or the opposite. The condition in the shows that the EIL
material gives a chance to the learners to be aware of the status of English as lingua
franca in the EIL era (Erling, 2005). As a result, Lida’s EIL material reflects an EIL
approach through the L2 – L1 interaction.
Based on Rusana’s and Lida’s EIL material we learn that an EIL approach is
reflected through the EIL materials which exemplify L2 – L2 interaction and L2 – L1
interaction. The interaction between L2 and L2 reflects that in the era of EIL English
is spoken as lingua franca even between the expanding circle speakers. Moreover, it
also gives the learners a chance to improve their communication skill when they have
to communicate in L2 – L2 interaction (Matsuda, 2011). At the same times, the L2 –
L2 interaction is an important point since in the era or EIL there are even more
English speakers in the expanding circler countries (Erling, 2005).
Therefore,
Rusana’s EIL material which exemplifies the L2 – L2 interaction reflects an EIL
approach.
While the L2 – L1 interaction also has an important role to reflect an EIL
approach. The use of English in the era of EIL as a communication tool between L2
and L1 in the EIL material to reflect an EIL approach has to be aware of the equality
of L2 and L1 (Erling, 2005). Moreover, the L2 – L1 interaction in Lida’s EIL material
reflects the cross cultural interaction which is needed to be realized by the learners.
Through L2 – L1 interaction exemplified in Lida’s EIL material, there’s a chance to
18
raise the learners’ awareness of the cross cultural communication in the era of EIL.
Since the interaction between L2 and L1 is part of the communication in the era of
EIL (Coskun, 2009), Lida’s EIL material reflects an EIL approach through the L2 –
L1 interaction.
Have cultural content
The last approach reflected in the EIL material which is discussed in this study
is that the EIL material has a cultural content. Through the cultural content in the EIL
material, the EIL material obtains to show respect to the learners’ local culture
(Matsuda, 2011). Before this study discusses an EIL reflection through the cultural
content in the EIL material, we need to have the same perception of local culture
discussed in this study. The local culture discussed in this study refers to the culture
which exists around the student teachers and the learners, including the student
teachers’ and the learners’ ethnic culture.
From the twenty EIL materials, I found that sixteen EIL materials have
cultural content. The sixteen EIL materials have various cultural contents which cover
the culture of expanding circle country, outer circle country, and even the inner circle
country. However, this study will focus on the EIL materials which include the
learners’ local culture. The discussion of cultural content in the EIL material in order
to reflect an EIL approach in this study divided into three points: (1) the EIL materials
which use exclusively use local culture only, (2) the EIL materials which use local
culture and the inner circle culture, and (3) the EIL materials which use local culture
and another expanding culture.
19
1. Exclusively use local culture only
There are three EIL materials exclusively use learners’ local culture only in
order to reflect an EIL approach. Two of the three EIL materials are speaking EIL
materials, while the rest is a reading EIL material. This discussion will come first with
the EIL speaking materials which are designed by Nora and Rusana. Nora’s EIL
material is a speaking material which requires the learners to have a simple
presentation about the wedding ceremony they know based on the example given by
the EIL teaching material. Nora’s EIL material is a third grade speaking material
which is designed for the second mini teaching. While Rusana’s EIL material requires
the learners to retell a story about wayang, a Javanese traditional puppet show, based
on a mute video provided in the EIL material. Rusana’s EIL material is also a third
grade speaking material for the second mini teaching.
In the following data, we can find Nora’s and Rusana EIL material which
exclusively use local culture in order to reflect an EIL approach:
Teaching objective:
At the end of the class, students will know various kinds of wedding customs in
Indonesia.
Activity:
Present a traditional wedding ceremony you know in a group!
(Nora’s 2nd Lesson Plan, 2012)
By the end of the lesson, the students will be able to communicate narrative story in
form of storytelling in a sequence by given a mute video of Wayang.
(Rusana’s 2nd Lesson Plan, 2012)
20
To help the learners do the teaching activity in order to reach the objective, Nora’s
EIL material provides the example of Sumbanese, an ethnic group in the eastern
Indonesia, wedding ceremony (Appendix 2). While Rusana’s EIL material provides a
mute video of wayang in order to give the learners a clear picture about the story they
have to retell. Both Nora’s and Rusana’s EIL material expose local culture to the
learners in order to reflect an EIL approach (Nora’s and Rusana’s 2nd Reflection
Journal, 2012).
Nora’s and Rusana’s EIL material obtain the reflection of EIL approach
through exclusively presenting learners’ local culture only in their EIL material.
When the EIL material exclusively present learners’ local culture, the learners’ local
culture is given a room to be exposed in the EIL teaching – learning activity, it shows
that the learners’ local culture is part of the culture in the era of EIL (Erling, 2005).
Thus means an acceptance to the learners’ local culture which shows a respect to the
local culture. According to Matsuda (2011), presenting learners’ local culture shows
respect to the learners’ local culture, which actually a reflection of an EIL approaches
in the EIL material. Therefore, based on Nora’s and Rusana’s speaking EIL material
an EIL approach is reflected through exposing learners’ exclusively which at the same
time show respect to the learners’ local culture.
While the third data is Nora’s EIL material for the third mini teaching. Nora’s
EIL material is a narrative reading material for the third grade of senior high school.
Nora used local folktale rather than western fairy tale to show that the EIL material
presenting local culture in order to reflect an EIL approach (Nora’s 3 rd Reflection
Journal, 2012). Moreover, the use of local folk tale in this EIL reading material aims
21
to expose the learners’ local culture through the folk tale in order to raise the learners’
awareness of their local culture (Nora 3rd Reflcetion Journal, 2012). The cultural
content can be found in the story of “Bawang Merah, Bawang Putih” and “Keong
Mas” (Appendix 3) two popular local folk tale in Indonesias.
Nora’s EIL material implements an EIL approach through presenting local
folk tale in a narrative reading material. The use of local folk tale in this EIL material
gives the local folk tale in Indonesia, as part of the learners’ local culture, to be
exposed in the EIL pedagogy. The learners’ local folktale in Nora’s EIL material
shows a respect to the existence of the folk tale as part of learners’ local culture. The
local folk tales, as part of local culture appears and exists in the EIL context,
especially used as a teaching material shows the equality to other folk tales (Erling,
2005). The use of local folk tales here also shows that the local culture can be part of
culture existed in the era of EIL (Matsuda, 2011). For that reason, Nora’s EIL reading
material reflects an EIL approach through presenting local folk tales which shows
respect to the folk tale as part of learners’ local culture.
From the three EIL materials which exclusively use local culture only, we find
that exclusively presenting local culture show a respect to the learners’ local culture is
a reflection of an EIL approach. According to Matsuda (2011), presenting learners’
local culture is a reflection of an EIL approach because it shows respect to learners’
local culture. Moreover, presenting learners’ local culture also gives a room to the
learners’ local culture in to be appreciated and to be part of culture in the EIL
pedagogy (Coskun, 2009). Beside, the use of local culture in the EIL material also
shows the acceptance to the learners’ local culture (Erling, 2005).
22
2. Use local culture and inner circle culture
There are two EIL materials use learners’ local culture and the inner circle
culture at the same time. The first data is Atma’s EIL material which is designed for
the third mini teaching. Atma’s EIL material is a report writing material for the first
grade of senior high school. The learners’ local culture in Atma’s EIL material is
Indonesian traditional snacks which is the main theme of this EIL report writing
material. While the inner circle culture is the presence of imagery character, an alien,
who wants to eat Indonesian traditional snacks as part of the instruction in the
teaching activity. The line story of an alien who wants to eat Indonesian traditional
snacks in Atma’s EIL material represents the use of learners’ local culture and the
inner circle culture in this EIL material.
In the following data, we can find the use of learners’ local culture and the
inner circle culture in Atma’s EIL material:
The pictures of Indonesian traditional snacks which should be the object of the
students’ report writing
-
The alien was hungry, but had no idea about what it should eat at that time. Can
you write a report text about the food?
(Atma’s 3rd Lesson Plan, 2012)
The use of alien and Indonesian traditional food in this EIL teaching material
symbolizes the western, as the inner circle, and learners’ local culture. The word alien
has a close meaning as an adjective to the words foreign, overseas, and external
23
(Thesaurus, 2008). Simply we can define the word alien here is something connected
to foreign country or out of the society. The use of alien bears a new sense of an outer
space creature, which is an imagery character in this EIL teaching material. The
imagination of outer space creature or alien is part of western culture, while
Indonesian traditional snacks are part of Indonesian culture or the learners’ local
culture (Atma’s 3rd Reflection Journal, 2012).
From Atma’s EIL material we learn that the use of learners’ local culture and
inner circle culture as a reflection of an EIL approach. Through Atma’s EIL material,
we get a picture about the relationship between the learners’ local culture and the
inner circle culture. Both cultures are different, but it doesn’t mean that one culture
has higher value than the other (Erling, 2005). The illustration of an alien who wants
to eat Indonesian traditional snacks who needs a detail description about the snacks in
Atam’s EIL material represents the inner circle acceptance to the learners’ local
culture. The acceptance to the learners’ local culture reflects an EIL approach where
the EIL material respects the learners’ local culture (Matsuda, 2011). Through the
story line of a hungry alien who wants to eat Indonesian traditional snacks, Atma tried
to reflect an EIL approach because it shows that the inner circle respect the learners’
local culture.
The second EIL material which uses learners’ local culture and the inner circle
is Kero’s EIL material which is designed for the third mini teaching. Kero’s EIL
material is a writing EIL material which requires the students to write their opinion
about which the food they like. The learners’ local culture in this material represents
by the Indonesian food, while the inner circle culture represents by western food.
24
Kero’s EIL material provides some pictures of Indonesian food and western food
which are almost similar, to be the topic of the learners’ writing activity.
The use of learners’ local culture and the inner circle culture can be found in
the following data:
&
Danke
&
Cheese
Sate
Barbeque
The teaching objective:
By using and responding the expression of like and dislike, students will be able to
make a paragraph based on the expression.
(Kero’s 3rd Lesson Plan, 2012)
Through Indonesian food, as the learners’ local culture, and western food, as the inner
circle culture, Kero’s EIL material puts the learners’ local culture and the inner circle
culture in equality, without any judgment which one is better (Kero’s 3rd Reflection
Journal, 2012).
Based on Kero’s EIL material, the EIL approach is reflected through the use of
learners’ local culture and inner circle culture. Kero’s EIL material displays
Indonesian food and western food without any judgment and has an activity that let
the learners’ to think about the food and write a paragraph to explain their reason
which one they like the most. Kero’s EIL material reflects an EIL approach through
the activity since it shows the acceptance of cultures, learners’ local culture and inner
circle culture. The acceptance of those cultures reflects EIL as an international
language which accept the learners’ local culture and inner circle equally (Erling,
25
2005). Moreover, it shows respect to the learners’ local culture since Kero’s material
put the cultures equally without any judgment (Matsuda, 2011). Through Kero’s EIL
material an EIL approach is reflected in the use of learners’ local culture and the inner
circle culture which put the culture in equality.
From Atma’s and Kero’s material we learn that an EIL approach can be
reflected through the use of learners’ local culture and inner circle culture. Atma’s
EIL material emphasizes the acceptance of learners’ local culture by the inner circle
culture. Although the cultures are different, the inner circle accepts the existence of
learners’ local culture in the EIL material (Erling, 2005). At the same time, Kero’s
EIL material emphasizes the equality of learners’ local culture and inner circle culture
by putting them equally in the EIL material. The equality between learners’ local
culture and inner circle culture shows that English in the era of EIL is an international
lingua franca which accepts the learners’ local culture and the inner circle culture
equally (Hiep, 2006). Both Atma’s and Kero’s EIL materials also shows respect to the
learners’ local culture since there’s no judgment in accepting the culture (Matsuda,
2011). Therefore, through Atma’s and Kero’s EIL material we find out that an EIL
approach is reflected through the use of learners’ local culture and inner circle culture
which shows respect to the learners’ local culture.
3. Use local culture and other expanding circle culture
The last point of reflecting an EIL approach through the EIL material which
has cultural content is the use of learners’ local culture and other expanding circle
cultures. Like Atma’s EIL material which designed for the second mini teaching.
Atma’s EIL material shows learners’ local culture and other expanding circle culture
26
through displaying extreme cultures from Indonesia and from Thailand and China.
Atma’s EIL material is a second grade of senior high school EIL speaking material
which requires the student to give their opinion about the extreme cultures displayed.
In the following data we can find the use of learners’ local culture and the
other expanding circle cultures to reflect an EIL approach in Atma’s EIL material:
Personal Opinion
Agreement & Disagreement
SHOULD WE BAN
THEM??
•
•
•
•
•
•
I agree with you.
I don’t agree with you /
I disagree
I
y opi io , ….
To e, ….
It see s to e that ….
Pe so ally I thi k that …
As fa as I a o e ed …
I’
uite o i ed that …
(Atma’s 2nd Lesson Plan, 2012)
In Atma’s EIL material we can find that the extreme culture from Indonesia, taken
from the culture of long ear in Kalimantan, Thailand long neck, and Chinese small
feet is displayed as the topic of a speaking activity. This EIL material also provided an
article for each culture which is discussed to acknowledge the learners about the
culture. Moreover, Atma’s EIL material is designed to acknowledge the learners’
about the extreme culture and help them to think about the extreme culture critically
without any judgment (Atma’s 2nd Reflection Journal, 2012).
Atma’s EIL material obtains learners’ local culture and other expanding circle
culture to reflect an EIL approach. Since, the learners’ local culture and the other
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culture are from the expanding circle countries, it shows the learners that English is
even mostly use in the expanding circle area (Hiep, 2006). Moreover, putting the
learners’ local culture and the other expanding circle culture equally shows the respect
not only to the local culture, but also the other expanding culture. Since in the era of
EIL English has a role as an umbrella with various cultures under it (Erling, 2005).
Atma’s EIL material also aims to acknowledge the learners’ about the extreme culture
as part the learners local culture and the other expanding circle culture, it shows an
acceptance to the culture (Hino, 2009). Atma’s EIL material gives a chance to the
learners to think about the culture critically rather than judge the culture. It shows
respect to the cultures through the use of learners’ local culture and the other
expanding circle cultures (Matsuda, 2011).
From Atma’s EIL material we learn that an EIL material is reflected through
the use of learners’ local culture and the other expanding circle cultures. Beside it
shows the acceptance to the culture, it shows the equality of culture in the era of EIL
(Erling, 2005). Moreover, through Atma’s EIL material the learners’ get a chance to
think about the culture critically rather than judge the culture (Hino, 2009). An EIL
approach is also reflected through the EIL material which uses learners’ local culture
and the other expanding circle cultures to show respect to the cultures, especially the
learners’ local culture (Matsuda, 2011). Therefore, Atma’s EIL material reflects an
EIL material through the use of learners’ local culture and the other expanding circle
culture.
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CONCLUSION
This study aims to analyze to what extent the EIL material reflects an EIL
approach. The analysis to the EIL teaching material which is designed for an EIL
micro teaching class has found that there are three EIL approaches reflected in the
EIL teaching material. The three EIL approaches reflected in the EIL teaching
material designed for an EIL micro teaching class are: (1) giving the example of
English varieties today, (2) exemplifying L2 – L2 interaction, and (3) having cultural
content. These criteria are developed based on McKay’s EIL teaching material criteria
which are restated by Matsuda (Matsuda, 2011).
The EIL material reflects an EIL approach through the teaching activity,
teaching objective, and the teaching instruction. For the first EIL approach analyzed
in this study, giving an example of English varieties today, the EIL materials shows
the difference of English in certain area, includes the inner circle area and even
expanding circle area. Through the variety shows in the recorded dialogues and song,
the EIL material give a chance to the learners to communicate in certain variety and
accept the variety. The second EIL approach