Speaking Problems in English Communication - Repository Universitas Muhammadiyah Sidoarjo

  Editors: Dr. Sudar, M.Pd Dr. Junaedi Setiyono, M.Pd Published by: English Education Program

Muhammadiyah University of Purworejo

  

Welcome Speech from the Rector of UMP

Assalamu’alaikum Wr. Wb

  Ladies and gentlemen, good morning First of all, let’s thank to Allah SWT, the Almighty God, who has blessed us with good health and will so that we can assemble here in The First English Language Teaching and

  st

Learning Conference (ELTiC) 2016 with the theme of English Learning in 21 Century:

  . May shalawat and

  Its Trends and Challenges to Face ASEAN Economic Community salam be upon the holy propet and the messenger of God, Muhammad SAW.

  Ladies and gentlemen, in this opportunity I would like to say welcome to Purworejo Muhammadiyah University and also to express my thankfulness to everyone in this room who has responded to our invitation either as speakers, presenters, or as participants especially to the keynote speakers Prof Suwarsih Madya from Yogyakarta State University, Dr. Sudar from Purworejo Muhammadiyah University, and John Larsen from University of Redlands, USA who has covered a very long distance to come to this small town, Purworejo and share their valuable ideas and experiences as great educator.

  Ladies and gentlemen, English learning is a crucial issue in education especially to face ASEAN Economic Community in 2016. In a global world, the mastery of English is a compulsory skill as an additional weapon to compete. The English learning should take important part so that the Indonesians can succeed competing with others to face ASEAN economic era at the moment.

  Therefore, I am optimistic that this conference will contribute a lot to the effort of improving our Education in general and English skills in particular. In this opportunity I also want to give my deepest appreciation to the committee who has worked hard to organize this program, and I hope that the experience of organizing this conference will become a valuable asset of your life. To keynote speakers, presenters, and all participants, I would like to express my apology if there is any inconvenience during this conference, and on behalf of Purworejo Muhammadiyah University, I wish you an inspiring and meaningful conference. Thank you Wassalamu’alaikum Wr. Wb.

  th

  Purworejo, 30 August 2016 Drs. H. Supriyono, M.Pd.

  Rector

  CHAIRPER SON’S SPEECH

  Ladies and gentleman Let

  ’s state our graduate to Allah SWT who gives us chances to gather here, in this conference let ’s also send our sholawat and salam to respect our beloved prophet Muhammad SAW.

  On behalf of the ELTIC committee, I would like to welcome you in our first National conference on education at Purworejo Muhammadiyah University. The theme of this year conference is Reforming New Paradigms towards More Integrated Education. ELTIC aims at people who work in the educational sector and we’re very delighted that this year conference has attracted many lecturers, teachers, students various regions in Indonesia. There will be 19 papers plus 3 articles from 3 keynote speakers to be presented in 1 plenary session and 4 parallel sessions. Those papers are from various fields of study, such as English Education, Literature and Linguistics.

  I would also like to thank the Rector of the Purworejo Muhammadiyah University, the Dean of Faculty of Teacher Training and Education, and the Head of English Education Program for their support. I also feel grateful to the keynote speakers, Prof. Suwarsih Madya, Ph.D. form Yogyakarta State University, Dr. Sudar from Purworejo Muhammadiyah University and John Larsen from University of Redlands USA, for accepting our invitation and sharing their depth-understanding on educational issues in Indonesia. I also thank to all of presenters and participants who are willing to take part in this conference.

  Last, I also want to express my sincere gratitude to all members of Eltic committee who have been working hard from January, 2016 until today and of course tomorrow. Finally I hope that this conference will give you insightfulness idea an opinion on education, especially teaching on Literature and Linguistics. Thank You.

  th

  Purworejo, 30 August 2016 Titi Rokhayati, M.Pd.

  Chairperson

  

TABLE OF CONTENTS

  Welcome Speech from the Rector ................................................................................. i Chairperson’s Speech .................................................................................................... ii Table of Contents .......................................................................................................... iii

  st

  English Learning In The 21 Century: Its Trends In Curriculum Challenges To Face The Acean Economic Communityvi-xxxi

  Prof. Suwarsih Madya, Ph.D

  English For Multicultural Society Integrated To Asean Economic Community (AEC) ............................................................................. xxxii-xxxviii Dr. Sudar, M.Pd.

  English: A Bridge Between The Aec And The Global Community ............................ xxxix-xIii John Larsen

  The Use Of Web-Based Exam (Wbe) To Optimize Students’ Testing Result ............................................................................................. 1-6

  Abdul Ngafif The Implementation Of Cooperative Learning Method To Improve Speaking Skill Of Local Villagers In Kampung

  ..................................................................................... 7-12

  Wisata Inggris Kebumen Agung Septyono

  The Causes Of Efl Students’ Difficulties In Writing English............................ 13-20 Dwi Warry Octaviana

  Teaching Introduction To Linguistics Through Simple Pechakucha

Presentation ....................................................................................................................

  21-25

   Erna Wardani

  The Implementation Of Innovative And Creative Model In English Language Teaching

  (A Study Conducted in SD Secang 1 Magelang Regency) ................................. 26-31 Farikah

  Speaking Problems In English Communication ................................................ 32-37 Fika Megawati, Vidya Mandaran

  The Use Of Literature In Studying Language ..................................................... 38-44 Heru Purwanto

  Peer Learning-Based Strategy In Efl Reading Classroom .................................. 45-54 Juang Kurniawan Syahruzah

  The Consistency Of Essay Texts Found In The English Question of National Examination 2014 Of Senior High School To the English Context Of Culture And Situation ................................................... 55-65

   Juita Triana, Sri Widodo, Andrian Nuriza Johan

  Implementing Tblt (Task-Based Language Teaching) For The Indonesian-English Translation Class

  Of English Education Department’s Students ..................................................... 66-80

  Junaedi Setiyono

  Making Students Active Through Active Learning ........................................... 81-90 Menik Widiyati

  Teaching Environmental Issues Through Literature ........................................... 91-96 Mia Fitria Agustina, M. A.

  Improving Students’ Writing Skill On Hortatory Exposition Texts Through Four Square Writing Method (Fswm) At Class Xi Ipa-1 Of Sma Negeri 9 Purworejo In The Academic Year Of 2015/2016 .............................................................. 97-108 Muh Kuntoaji, S.Pd., M.Pd.B.I

  Optimalizing Interactive Video Voice Command Technology Through Scientific Approach

  To Enhance Students’ Listening Proficiency In The 2013 Curriculum Implementation Of SMAN 1 Purwareja Klampok .......................................................................... 109-120 Puput Gunadi

  Teaching Strategies Applied By Speaking Lecturers To Help Students Develop Their Speaking Skill (A Case At English Department Muhammadiyah University Of Purworejo In Academic Year 2014/2015 ................................... 121-137

   Semi Sukarni, Puspa Dewi

  Teaching English To Young Learners Through ‘Prefabricated Routines’ ......... 138-150

  Sri Endang Kusmaryati, Siti Rochmiyati,

  and Indiyah Prana Amertawengrum

  Nonverbal Communication Used By English Teacher In The Classroom Of Smk N 1 Karanganyar

  In The Academic Year Of 2015/2016 ............................................................... 151-163

  Titi Rokhayati, Ani Nur Sangadah

  Developing Interrelation Based English Learning Model For Empowering Life Skill ..................................................... 164-167

  Tusino

  Increasing Learning Motivation And Reading Competence Of Eighth Grade Students Of Smp N 1 Turi In The Academic Year Of 2015/2016 By Using Cooperative Learning Model Type Jigsaw .......................................................................... 168-174 Widayati, M.Pd.

  The Importance Of Infusing Target Language’s Culture In Teaching English As A Foreign Language To Develop Intercultural Communicative Competence ....................................................... 175-180

  Zahrotul Muniroh

  The L2 Acquisition Of The Coordinating Conjunction "And" ......................... 181-186 Zulia Chasanah

  st

English Learning in the 21 Century: Its Trends in Curriculum Challenges to Face the

Acean Economic Community

  

By

Suwarsih Madya

Yogyakarta State University

  INTRODUCTION

  Learning English in the 21st Century is more challenging than ever before and its developement can be seen in the English curriculum in the widest sense —its intention, plan, practice and outcomes. The challenge has been posed by the life context which can in fact been seen as layers with their own dynamic. This leads to another challenge posed by the educational paradigm shift, which allows more people and student participation and more research on learners, which has in turn necessitates the change of theories of teaching and learning and all related factors. The new view of learning and thus teaching has changed the role to be played by teachers’ role as learning facilitators, which is getting more and more challenging in this knowledge era. However, their role can be played more efiiciently adn effectively with the support of the advancements of information and communication tehcnology. All of this is illustrated in Figure 1.All of this will have some implications for the teaching of English in the context of facing the ASEAN Economic Community in which one of the agreements already reached is concerned with the free flow of skilld labour in seven professions.

  This paper is aimed at exploring ideas to design the English language curriculum which is simultaneously relevant in the latest developments touched upon above and in the context of facing the challenge posed by the AEC.

  Layers of Contextual Educational Developments

  Paradigm Shifts English Language Curriculum

  Theories of Advancements of language,language

  ICT learning, and langauge teaching

  Figure 1: The Factors Influencing the English Language Curriculum

  The Contexts with their Demands The teaching of English takes place in layers of contexts, each with its own demand.

  The real time context of the teaching of English is the classroom, with its greatest challenge of making students feel at home in it and highly motivated to learn to use English for communciation purposes. This will be related to the demand for more professional teachers with the mastery of the four areas competencies: the technical competencies, the pedagogical competencies, the personality competency, and the interpersonal competency. This demand might marry with the district/city demand due to the policy to boost tourism for economic development. Furthermore, the province might also pose a challenge, for example, in the case of the Special Territory of Yogyakarta, in which the teaching of three languages are expected to be appripriately balanced in terms of development. Nationally, the teaching odf English is expected to contribute to the national development to answer the challenge posed by the region and the world for a stronger standing among the nations in the region/world. For Indonesians, who are to uphold and observe the values of Pancasila or the Five State Principles of which the first is‘Belief in One and the Only God’, the spiritual context is to be the highest context which overviews all other contexts. This means that when Indonesians always remember that God watches them any time any where, they will behave well spiritually, morally, ethically, socially, and professionally. This framework of thinking is illustrated in Figure 2.

  Eternal happiness Hereafter

  Or Global trends

  Eternal miserable in all aspects sufferings

  World of life

  Asean Legal mandates

  Indonesia Open-Active

  Asean Vision Foreign Policy & Mission

  Province Natl. Devt.

  AEC Classroo m/ school/ unversity

• Legal mandates
• Leagl mandates

  context

• Uniqueness
• Theoretical perspect
• Vision-Mission
• Contextual considerations

  Figure 2: Layers of Contexts of the Teaching of English in Indonesia

  The Challenge posed by the Indonesian National Context

IN THE

  37.8 % 1,809.3 % 3.0 % 289,702,633

  In talking about the challenge in the ASEAN context, it is worthshile to refresh our mind of some important poitns on ASEAN. ASEAN stands for the Association of South-east

  The Challenge in the ASEAN Context

  Source: http://www.internetworldstats.com/stats7.htm Concerning character education, the teaching of English can contribute to the development of students’ interpesonal communication ability, intercultural competence, critical thinking, tolerance of ambiguity, diligence, collaboration and cooperation ability, and responsibility. This is certainly related to the curriculum design and its implementation.

   3,611,375,813 49.2 % 900.4 % 100.0 % 7,340,093,980

  797,046,681 33.7 % 1,141.0 % 22.1 % 2,367,750,664

  56.6 % 848.4 % 77.9 % 4,972,343,316 Rest of the Languages

  88.3 % 204.6 % 2.3 % 94,973,855 TOP

  German 83,825,134

  25.9 % 751.5 % 2.8 % 393,892,299

  French 102,171,481

  70.5 % 3,227.3 % 2.9 % 146,358,055

  Russian 103,147,691

  Malay 109,400,982

  The field of education in Indonesia is still faced with problems of which one is concerned with quality. The solution of quality problems needs an orchestrated efforts of some should be made in teaching English as a foreign language. In this context, two big issues are morth raising: character education and academic achievement. The teaching of English can indirectly contribute to improvement of academic achievements since English is still the top in its position of being used in the web, as can be seen in Table 1 below. This means that anyone with a high level of English proficiency can access various types of information for their own development and improvement. The increasing language use in the web has been accelerated by the advancement of information and communication tehnology, which has stimulated some people to think about reformulating a new paradigm of learning. This will be taken up in the discussion of the paradigm shitf later.

  91.0 % 144.5 % 3.2 % 126,464,583

  Japanese 115,111,595

  57.9 % 1,939.7 % 4.3 % 266,757,744

  P 154,525,606

  43.4 % 6,602.5 % 4.7 % 388,332,877

  Arabic 168,426,690

  61.6 % 1,424.3 % 7.7 % 450,235,963

  Spanish 277,125,947

  53.1 % 2,227.9 % 20.8 % 1,415,572,934

  Chinese 751,985,224

  67.8 % 573.9 % 26.3 % 1,400,052,373

  English 948,608,782

  INTERNET Internet Users by Language Internet Penetration (% Population) Users Growth in Internet (2000 - 2016) Internet Users % of World Total (Participation) World Population for this Language (2016 Estimate)

  Table 1: Top Languages Used in the Web – June 30, 2016 TOP TEN LANGUAGES

10 LANGUAGES 2,814,329,132

  Asian Nations and was established in 1967 by the five founding nations: Indonesia, Malaysia, the Philippines, Singapore, and Thailand. Five other countries joined the association later on as indicated in Table 1. When we hear ASEAN plus, the ‘plus’ refers to three associate members: China, Japan, and South Korea. The ASEAN area can be seen in the map below.

  7 January 1995 0.4 m

  In relation the latest development in the ASEAN countries, it will be wise and good for teachers of English to possess a general knowledge about ASEAN with its aims and purposes, which are as follows:

  30 April 1999 15 m 626 m Accessed on 28 August 2016) Figure 3: The ASEAN Map and Colours

  10. Cambodia

  23 July 1997 65 m

  9. Myanmar

  23 July 1997 7 m

  8. Lao PDR

  28 July 1995 90 m

  7. Viet Nam

  6. Brunei DS

  Table1: ASEAN Member Countries and Their Approximate Population

No. Country Date of Joining Population in

million

  8 August 1967 68 m

  5. Thailand

  8 August 1967 5 m

  4. Singapore

  8 August 1967 97 m

  3. Philippines

  8 August 1967 30 m

  2. Malaysia

  8 August 1967 248 m

  1. Indonesia

  The Philippines Indonesia Malaysia Brunei DS Myanmar Laos PDR Cambdia Thailand Singapore Vietnam

  1. To accelerate the economic growth, social progress and cultural development in the region through joint endeavors in the spirit of equality and partnership in order to strengthen the foundation for a prosperous and peaceful community of Southeast Asian Nations;

  2. To promote regional peace and stability through abiding respect for justice and the rule of law in the relationship among countries of the region and adherence to the principles of the United Nations Charter;

  3. To promote active collaboration and mutual assistance on matters of common interest in the economic, social, cultural, technical, scientific and administrative fields;

  4. To provide assistance to each other in the form of training and research facilities in the educational, professional, technical and administrative spheres;

  5. To collaborate more effectively for the greater utilization of their agriculture and industries, the expansion of their trade, including the study of the problems of international commodity trade, the improvement of their transportation and communications facilities and the raising of the living standards of their peoples;

  6. To promote Southeast Asian studies; and

  7. To maintain close and beneficial cooperation with existing international and regional organizations with similar aims and purposes, and explore all avenues for even closer cooperation among themselves. (ASEAN

  In carrying out its programs, ASEAN is guided by the following fundamental principles:

  1. Mutual respect for the independence, sovereignty, equality, territorial integrity, and national identity of all nations;

  2. The right of every State to lead its national existence free from external interference, subversion or coercion;

  3. Non-interference in the internal affairs of one another;

  4. Settlement of differences or disputes by peaceful manner;

  5. Renunciation of the threat or use of force; and 6. Effective cooperation among themselves.

  (http://asean.org/asean/about-asean/overview/) The Challenge posed by the ASEAN Economic Community

  With a population of 626 million people, and offering opportunities in the form of a huge market of US$2.6 trillion, ASEAN with its AEC has the potential to grow into one of the largest markets in the world. This means that the ASEAN peoples will have a lot of transactions with peoples all over the world, with the Asia-Pacific being the closest reagion. (See the Map below). In this case, the mastery of the working language of ASEAN and the language used by most peoples in the world is indeed a necessity.

  Figure 4: The ASEAN Map in the Asia-Pacific Region

  The leaders of the ASEAN member countries have been committed to establish the ASEAN Community, with its three main pillars: the ASEAN Political-Security Community, the ASEAN Economic Community, and the ASEAN Socio-Cultural Community. This is illustrated in Figure5. The teaching of English is certainly included in the ASEAN Socio- Cultural Community with the outcomes being the ability to use it to communicate on ASEAN affairs.

  ty ri ecu

• S ity n u cal ti m li m o P Co N EA S A

  Figure 5: The Three Pillars of the ASEAN Economic Community

  The main thrusts of the three pillars of the ASEAN Community have been detailed in Table 2 below.

  

Table 2: The Main Thrusts of the Three Pillars of the ASEAN Community

Political-Security Economic Socio-Cultural  Rules-based community  Common market and shared  Human resources base of production Development  Peaceful revolutionary, shared sense of responsi-

   Competitive with other  Provide adequate social bility. And possessing regions wellfares and services somprehensice security  A region with few  Social rights and justice

   Dynamic, supports efforts to development gaps  Environmental sustainability form a global outreach and

   A region that is integrated  ASEAN identity mutual interdependence and yet able to retain its own  The narrowing of

   Promotion and Protection of momentum in moving developmental gap between Human Rigts forward external economic Member Countries relations

  Source: http://asean.org/asean/about-asean/ The ASEAN Economic Communicty has four pillars of which each has been translated into programs: single market & production base, competitive economic region, integration in globalized economy, and equitable ecinomic development. Each of these has a set of strategies as presented in Table 3.

  Table 3: The Four Pillars of the ACE Pillar 1 Pillar 2 Pillar 3 Pillar 4 Single Market & Competitive Equaitable Economic Integrationinto the Production Base Economic Region Development Global Economoy  Free flow of goods  Competition policy  SME development Coherent approach  Free flow of services  Consumer protection  Initiative for towards external ASEAN Integration  Free flow of  Intellectual property economic erelations investment rights  Free flow of capital  Infrastructure Enhanced participation development  Free flow of skilled in global economic labour  Taxation

   Priority integration  E-commerece network sector  Food, agriculture and Forestry HUMAN RECOURCES DEVELOPMENT RESEARCH AND DEVELOPMENT

  Source: http://asean.org/asean/about-asean/ Of the areas of activities of the single market and production base, at the free flow of skilled workers can be related directly to the development of the English language curriculum. It is further stated mutual recognitioan arrangements (MRAs) have been made for skilled professionals in the folllowing seven professions: 1. medical doctors, 2. Dentists,

  3. Nurses, 4. Engineers, 5. Architects, Accountants, and Surveyors. Once the MRAs for these seven professions are completed, the free flow of skilled professional can be fully implemented. Related to human resources development is the higher education accreditation which can partly ensure the benchmarking of the qualification.

IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING

  If the teaching of English is to contribute to the challenges posed by the developments in the region and the world, there should be some reconsideration of the English language curriculum for purposes of equipping the professionals of the seven professions with adequate mastery of English for general and professional communication, which can be translated into the four standards constituting the curriculum, i.e. the graduate competency standard, the content standard. The process standarnd, and the assessment standard. The standards have to set to ensure the development of English communicative competence of the seven groups of professional (probably more professions in the future). This is illustrated in Figure 6.

  The development of

GCS PS

  coommunicative competence of the seven groups of professions

CS AS

  (probably more in the future) Figure 6: The Curriculum Target

  In formulating the four standards, some efforts should be made to ensure that the four standards are appropriately connected to one another and relaterd to the seven professions mentioned above. This is illustrated in Figure 7.

  Graduate Content Communicative Standard Competency 1. medical doctors

  Standard 2. dentists 3. nurses 4. engineers 5. architects 6. accountants 7. surveyors

  Assessment Process Standard Standard Figure 7: Framework of Setting the Four Standards for the Seven Professions ESP

  Another idea is concerned with the curriculum design which is to ensure the development of the target professionals’ general English proficiency and specific English proficiency. Both types of proficiency are necessary to ensure that the target professionals can function in English equally well in the target community and in the target professional world. The general design of teh curriculum is depeicted in Figure 8.

• Topics on the seven professions and related issues (medical doctors, dentists, nurses, engineers, architects, accountants, surveyors)

  Figure8: The Framework for General-ESP Curriculum Design

  The designing and implementation of the seven profession ESP curriculum should be in reference to the most recent paradigm. It is therefore worthwhile to review the paradigm shift which has been touched upon before.

  The teaching of Englishis also influenced by the educational paradigm shift since it is part of education, which is also developed scientifically. The education paradigm has shifted in response to the societal development. It is worthwhile to present here the summary of the paradigm shift made by Brown (1995). See Table 4, which indicates that the shift covers the emphasis, the approach, the teacher role, the emphasis concerning information, the role of learning.

  Table 4: Paradigm Shift in Education Prior to 1960 1960-2010 2010 onward

  Knowledge adoption Knowledge production Knowledge navigation Behaviourism objectivism

  Cognitivism Constructivism

  Nagivationism Instruction Learning facilitation Coaching and mentoring Information gathering Information generation Information navigation Knowledge provision Knowledge management Knowledge facilitation

  Elementary Intermediate Advanced

   English for Specific Purposes • Professionally transactional

   General English • Interpersonal • Transactional • General topics on Indonesia

• Topics related to ASEAN Countries

Communicative Competence, Intercultural Competence,

English as an International Language

THE EDUCATIONAL PARADIGM SHIFT

  The paradigm shift is certainly followed by role changes in education, mainly the roles played by the learner, teacher, instructional designer, and information specialist. This can be seen in Table 5.

  Table 5: Role Changes in Education related to the Paradigm Shift Role player Prior to 1960 1960-2010 2010 onward Knowledge Adoption Knowledge Knowledge navigation Era Era production Era Learner

• Knolwedge adoption Knowledge • Knowledge navigation production

  Learning facilitation

  Teacher • instruction • Coaching and mentoring Instructional • design of instruction • design of learning • design of coaching Designer

• and navigation
• reduction of • facilitation>activities content

• • learning activities>configuration of

• • re-/configuration of

• navigation tools knowledge

  Informaiton  information • information • information specialist

   gathering and • configuration • facilitation

• knowledge • knowledge

   provision

• management • facilitation

   knowledge  provision

  Source: Brown, 1995

  Changes in the Language Teaching and Learning Theories

  When the paradigm shifts from the behaviourism to cognitivism/constructivism and finally to social constructivism, the teaching of English follows the shift. The behaviourism, which was evident in the audio-lingual method with its variation such as the PPP procedure, was challenged cognitivism/constructivism with the cognitive code learning subscribing to Chomsky’s transformative generative grammar and the cognitive learning psychology, which was later challenged by social constructivism evident in communicative language teaching, allowing the development of community language learning, cooperative and collaborative learning, the learner-generated curriculum, autonomus or self-directed learning, reflective teaching, the like (see Brown, 2007; Celce-Murcia, 2001; Richards, 2006; Suwarsih Madya, 2013; Richards, 2015). However, experiences show that full implementation of constructivism will lead everyone to anywhere he/she likes, threatening the acvievement of the goal of any program. It is therefore neccessary to ensure that individual freedom can be observed in conjunction with the achievement of the program goal. This shows that social constructivism alone will not suffice and there is a need for going beyond constructivism, which means that any decision does not need solely to refer to a particular paradigm, but is made for the sake of the learner’s learning success. This is in relation the fact that language learning involves the learning of all aspects of English communicative competence, covering linguistic materials necessitating the learning of rules/language usage (an elemtn of cognitivism/constructivism), the factual information such as spelling and pronunciation and formulaic competence (an element of behaviourism), and pragmatic materials (an element of social constructivism). This is illustrated in Figure 9.

  Beyond Constructivism Constructivism

  Cognitivist behaviourist Figure 9: Going Beyond Constructivism in English Language Teaching

  The paradigm shift has also influenced the development of learning and teaching theories, as reflected in the shift from the teacher-centred to learner-centred and learning- centred. While in the past the teaching strategies were given greater attention than learning strategies, the present day witnesses just the oppesites. More and more discussions can be found in the literature of language teaching (e.g. Oxford, 1991; Dornyei, ....; Brown, 2007b). This has been supported by findings of research on learning styles and personality factors (see Brown, 2007a). In this situation, teachers are no longer the only source of knowledge and skills because their pupils can access many sources for information, be it factual, conceptual or procedural.

  THE 21st CENTURY SKILLS

  As has been touched upon before, the advancements of ICT has changed the scene of teaching and learning. In the past students were required to develop their reading, writing and arithmatics competencies which constitute their literacy. The literacy demand in the past was accelerated by the first information revolution with the invention of the printing technology by Gutenburg in the 15th Century. Today it is not enough to be literate in that sense. The advancements of ICT with its internet great power have posed a new challenge to be answered by everyone who wants to be successful in living a 21st century life. Students nowadays need to acquire a certain set of skills required of anyone who wants to make a true success in this technological era. For this, the Centre for the 21st Century Skills has formulated the six ccriticalskills which form the foundation of the 21st century learning. These skills and their indicators (genius.com) are presented in Table 6 below.

  Table 6: The Six Critical Skills for the 21st Century and Their Indicators Skill Description Indicator Skill

  3 Communicate information clearly and effectively using a variety of tools/media in varied contexts for a variety of purposes

  5 Effectively apply the analysis, synthesis, and evaluative processes that

   Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas  View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes Skill

   Is aware of their own creative process and the environments in which his/her own thinking is enhanced or inhibited.  Use a wide range of idea creation techniques (such as brainstorming)  Create new and worthwhile ideas (both incremental and radical concepts)  Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts  Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work

  4 Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learnin g conditions

   Communicate effectively in diverse environments (including multi-lingual) Skill

   Use a variety of communication tools for a range of purposes (e.g. to inform, instruct, motivate and persuade) and there is evidence of thoughtful selection of strategy to align with message, audience, and purpose.

   Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact

   Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts

   Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions

  Skill

  1 U digital and other research tools to access, evaluate and effectively apply information appropriate for authentic tasks

   Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

   Is willing to undertake a variety of group roles and supports others in their roles as well.  Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi- cultural environments

   Applies strategies to improve group efforts and completion of group tasks.

   Works independently when appropriate without being prompted and completes independent work thoroughly.  Listens actively and assists individuals and the group in achieving their goals.  Contributes useful ideas with authentication and encourages others to use their ideas as well.  Responds open-mindedly to different ideas and values

  2 Work independently And collaboratively to solve problems and accomplish goals

  Skill

   Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information.

   Manage the flow of information from a wide variety of sources  Evaluate information critically and competently  Use information accurately and creatively for the issue or problem at hand  Applied solutions/products demonstrate a high degree of alignment between task and solution/product.

   Use digital technologies as a tool to access, research, organize, and apply information efficiently (time) and effectively (sources)

   Identify and ask significant questions that clarify various points of view and lead to better solutions  Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems  Effectively analyze and evaluate evidence, arguments, claims and beliefs  Synthesize and make connections between information and arguments  Interpret information and draw conclusions based on the best analysis  Reflect critically on learning experiences and problem solving processes  Solve different kinds of non-familiar problems in both conventional and innovative ways

   Skill Value and Act responsibly with the interests of the larger community in mind

   6 demonstrate Shows respect for all members of the community

   personal Is responsible for one’s behavior and its effect on the community  Demonstrates empathy for others responsibility,

   Embraces and respects all identities and cultures character,  Acts consistently with personal and community values cultural understanding, and ethical behavior.

  Teachers of English as curriculum implemetors and developers may make use of the six critical skills together with their indicators to make their curriculum more responsive to this century’s learning needs.

  The connection between the 21st Century skills and the curriculum can be seen in Figure

  st .

  10, which has been reproduced from the Centre of the 21 Century This figure shows that curriculum and instruction, which are inseparable, lie in the third layer, with learning environment lying in the first, professional develompment in the

  st

  second, and standards and assessment in the fourth. The 21 century skills should be coherently transalted into these four components if the learning of these critical skills are to be successful.

  Figure 10: The21st Century Student Outcomes and Support Source

THE POSTMETHOD PEDAGOGY

  Referrring to the latest paradigm, teachers are to work in a diverse situation with diverse needs. It is worthwhile for them then to consider applying the postmethod pedagogy proposed by Kumaravadivelu (2003). Applying the post-method pedagogy(PMP), a teracher of English makes the best of whatever theories of language teaching and learning for the sake of student learning in real situations. This pedagogy helps teachers move beyond methods while still considering the concept of method for language learning and teaching, and teacher education. This pedagogy has the following three parameters: particularity, practicality, and possibility.

  The parameter ‘particularity’ means that the teaching situation (where, when, and who the students are) will be the basis for instructional decision. It will influence the selection of how to teach and what kind of teaching will be influenced bt the existing socio-cultural and political issues. It is imperative that teachers of English understand well the situation in which they teach.

  To be relevant, the pedagogy used by teachers of English “must be sensitive to a particular teacher teaching a particular group of learners pursuing a particular set of goals within a particular institutional context embedded in a particular sociocultural milieu (Kumaravadivelu, 2003: 34).

  ‘Practicality’ means that a method should be applicable in real situations to see the practice-theory relationship. In other words, a theory is only of some use if it can be applied in practice.This leads to a suggestion that tteachers of English build EFL teaching theories from their English teaching practices and then practice what they have theorized.This can be carried by conducting action research studies. Through examining their own teaching practices, they can understand and identify the real problems and obstable, and therefore, can opt the best way to teach, followed by imlementing it through action research to achieve sustainable improvement. Gradually they will develop a sense of what makes a good teaching. (Kumaravadivelu, 2003: 35)

  Possibility ‘means that the method used by teachers of English should be appropriate socially, culturally, and politically. The method should not be in conflict with the existing social, cultural, and political values in the situation, i.e. the values held by teachers and students. Pedagogy of possibility then refers to “the need to develop theories, forms of knowledge, and social practices that work with the experiences that people bring to the pedagogical setting.

  ” (Kumaravadivelu, 2003). Applying the postmethod pedagogy, teachers of English can develop their pedagogically and responsibly creativity in their efforts to help their students develop the six critical skills partly through learning English and their reflectivity in their efforts to develop professionally in a sustainable manner.

  Reflective teachers “collect data about teaching, examine their attitudes, beliefs, assumptions, and teaching practices, and use the information obtained as a basis for critical reflection” about their efforts in language course (Richards & Lockhart, 1994: 1). This can be achieved through action research.

  To deepen awareness and understanding of their own teaching, reflective teachers do the following (Murphy, 2001: 500):

• Gather information on whatever is taking place within a language course
• Examine such information closely in an effort to better understand what they collect
• Identify anything puzzling about the teaching-learning process
• Build awareness and deepen understanding of current teaching and learning behaviors
• Locate and collaborate with others interested in processes of reflective teaching
• Pose and refine questions tied to one’s teaching that are worth further exploration
• Locate resources that may help to clarify whatever questions are being posed
• Make informed changes in teaching, even if only modest change
• Document changes in teaching-learning behaviors and responses
• Continue such efforts over time and share emerging insights with others

  THE ENGLISH CURRICULUM IN RESPONSE TO THE AEC CHALLENGE The English Curriculum Design for the Seven Professions