T1 112008087 Full text

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ASPECTS MICRO TEACHING STUDENTS CONSIDER IN

DESIGNING EIL MATERIALS

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Febrika Punthadyhatma 112008087

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2013

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ASPECTS MICRO TEACHING STUDENTS CONSIDER IN

DESIGNING EIL MATERIALS

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Febrika Punthadyhatma 112008087

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2013

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.

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Name : Febrika Punthadyhatma Student ID Number : 112008087

Study Program : English Education Faculty : Language and Literature Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:

Aspects Micro Teaching Students Consider In Designing EIL Materials

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Febrika Punthadyhatma

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ASPECTS MICRO TEACHING STUDENTS CONSIDER IN DESIGNING EIL MATERIALS

Febrika Punthadyhatma Abstract

This study discussed aspects that Micro Teaching students consider in designing EIL (English as an International Language) materials. This study was aimed to answer the research question, “What are the aspects that students in Micro Teaching class consider in

designing EIL materials?” Seven participants from Micro Teaching class were selected to be

the participants of this study. The data were obtained from seven participants’ action research journals, lesson plans and interview. The result of the study revealed that familiarity issues and the place of western culture are the things which were mainly considered by students in Micro Teaching class. This result supported several finding found by McKay (2002, 2003, 2012) and Matsuda (2012). EIL approach is beneficial in teaching EFL (Friedrich & Matsuda, 2010 in Matsuda, 2012) and quality of input (material) is very critical (Matsuda, 2012). Pedagogical implication suggested by this study is that teachers should be more aware with EIL and provide more varied and suitable EIL material to achieve a qualified application of EIL approach in teaching and learning process.

Key words: EIL material, familiarities issue, western culture. Introduction

The aim of this study is to learn the aspects which are needed in designing the “EIL

materials”. According to Matsuda (2012) EIL material is material which internationalizes the

content or in other word, material which includes the varieties of English. Jenkins (2003) claims that English is being an international language or a lingua franca in today’s world. It means, English is used in most international communications. However, according to her, most communication in English may not always involve the inner circle speakers of English. Inner circle speakers of English are speakers from countries such as U.S and U.K. This phenomenon has raised the issue of the ownership of English. The issue of ownership of English stated that there is no one who owns the English. In 2008 Lai finds that in the world, with the rising number of English users, there are many varieties of English. Because of the “EIL issues” (the use of English as an International language issue), now the teacher need to

teach in a new way, that is using an “EIL approach”. EIL approach is the method which is

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When teacher teaches using EIL approaches, he/she needs to use the EIL materials. However, McKay (2012) stated that EIL materials development for English for international communication is not sufficient. Therefore, it can be assumed that it is not easy to compile EIL materials. Teacher should consider about this and should try to form a new appropriate EIL material. McKay (2012) suggested that the EIL material needs to provide students with an awareness of the diversity of English today and the material itself should still provide learners with widely accepted English grammatical norm. It is clear that the EIL material should combine many cultures without leaving the rules inside the language itself.

My first experience learning about EIL was when I took micro teaching class in my 7th semester. My teacher asked me and other students to conduct mini teaching using EIL approach. EIL for me is something new because at the first time, I didn’t have any understanding about it. However my teacher explained about the EIL clearly, so I could get my own idea about EIL. When I was asked to do the mini lesson, the first thing that I considered was the material. Matsuda (2012) stated that textbooks and other teaching materials play an important role in foreign language classrooms, regardless of the language. Therefore, I assumed that if I want to teach using an EIL approach, I need to design suitable EIL material.

Actually, at the first time I designed the EIL material, I faced difficulty, which was choosing the suitable material. McKay (2002) said that the central goal of EIL needs to provide students with awareness of the diversities of English use today. However, I found that when I designed the EIL material, I got difficulties in finding the proper input text because I had to try to find the texts that reflect the diversities of English use. Seeing that English is used almost around the world, English is very varied and the use of English today is also varied depends on the place where English is being used. Rubdy and Saraceni (2000) found the changing patterns in the “ownership’ of English has produced demographic

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changes in English usage around the world. Therefore I need to find the texts that fulfill the EIL criteria. I tried to find the texts that were not only from English speaking country. I also searched the text from other countries. It is all because of the EIL issue. That is the reason why my study focuses on the EIL material.

My first understanding about the EIL material is that the material should involve

culture in teaching, especially students’ background culture. I think the use of culture is the

best way to get the students attention, because the culture is very close to the students’ background experience. Teaching in different culture is also important because EIL is commonly used in the cross-cultural encounters (McKay, 2002). I realized that the culture should consist of both cultures. Those are western culture that is well known as the culture of the owner of English, and the native culture of the learners. The first time I got the experience in teaching using an EIL approach was not quite difficult. That’s because I got the material from my teacher. Therefore I didn’t need to find the material. I got material about western culture. In this case, my teacher asked me to make the material more EIL friendly by trying to relate the material with the Indonesian culture. It was hard for me to relate the material with two different cultures. It was clear that both cultures were different, so I designed the material clearly so that the students could understand about the difference and get the idea well.

The second time when I taught using EIL approach was different from my first mini teaching. I tried to include several cultures, because I had learnt that in designing EIL material I could include varieties of culture. However, I still included students’ background culture. At that time, I used several unique customs from different countries. I also included the unique custom from Indonesia because it is part of the students’ background culture. I wanted to compile material which was appropriate to EIL approach and at the same time I did not want to create a boring classroom atmosphere, therefore I tried to find interesting but appropriate material. McKay (2012) stated that what the learners need is an awareness that

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English as International Language can be used not only with native speakers, but also with L2 speakers in wider variety of cultural and social context. I designed my own EIL material that combined the extreme cultures from other countries with the one from Indonesia. My aim is that to make the students interested in the topic and also give them information that their country also had those kinds of cultures. I used to design the material in that way because I knew that the students need to learn other cultures to increase their knowledge.

However after I did two mini teachings, I realized one big thing. I believe that if I wanted to make an EIL material, I shouldn’t always need to compare those two cultures. According to Matsuda (2012), teaching EIL today is not only about exchanging two culture,

native’s and non-native’s. It is more on the creating understanding about the relationship with

people from other cultures. McKay (2002) also states that in order to develop the use of cultural content in EIL, students need to be encouraged to reflect on their own culture. It would be more interesting for the students if they learn about their own culture because they would understand the material easily.

In brief, in doing my two mini teaching, I could summarize that there were three important aspects that I considered. The first one was I should adapt the content with the

student’s background knowledge. The second one was I made the students know more about

their background culture. The last and the most important thing was that I wanted to make the students understand that when they learnt English, they would not always learn about western culture. However, knowing that EIL has been becoming a hot issue and more people have been putting their attention to it (Jenkins, 2003), it is important to have more understanding on how to design EIL material. Therefore, through this study, I made my research question as

“What are the aspects that students in micro teaching class consider in designing EIL

materials?” The reason why I use this research question is I want to know the aspects that

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that the result of this study can help teachers find the suitable material according to EIL approach and finally it can help promote the awareness of EIL.

Literature Review

McKay (2012) and Matsuda’s (2012) suggested four theoretical categories of EIL

materials:

1. EIL material should be relevant to the domains in which English is used in the particular learning context (McKay, 2012). According to McKay (2012) teaching English should consider the manner of the learning context. There are three manners to consider: 1) the students’ proficiency level, 2) learning goal and styles, and 3) the social context.

2. EIL materials should include examples of the diversity of English varieties used today. Nowadays, English is spoken in many countries around the world. Therefore, according to McKay (2012) it is important to make the students aware of the diversity and promote the awareness itself. By promoting this awareness, the students will gain two benefits. The first one is increasing the students’ receptive skill toward the diversity and the second, also in line with Lai (2008), is promoting the different styles of English. It is important to include the diversity to have the students explore the grammatical and lexical variation that exist within their own country their own country based on geographical region (McKay, 2012).

3. EIL material could cover many cultures, such as, global culture, interlocutors’ culture,

and students’ culture. Language cannot be separated from culture. Matsuda (2012)

mentioned three sources of culture that should be included in teaching and learning process. Those culture are:

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6 a. Global culture

One way to insert global culture in the teaching and learning process is using topic around the world through reading and class-discussion. This is very beneficial for the students to foster the global citizenship feeling.

b. Interlocutor culture

Understanding the interlocutors’ culture is important for the students so that they can create a good communication. Besides that, this can help the students to get more knowledge of the variety of cultures. This inclusion is not only based on geographical spread but also in the functional diversity of the language (e.g. the dominant language of the society)

c. Students’ culture

Students must be familiar to their own culture, and therefore, the ability to see

deeply and critically the familiar from the outsider’s view is important. Culture is

not limited to traditional culture but it can also be the belief and practices that the students experience in their daily life (e.g. family, community, school).

4. EIL material needs to provide students with an awareness of the diversity of English today but the material itself should still provide learners with widely accepted English grammatical norm. Making the students aware of the diversity of English is important, however, McKay (2012) suggests that to achieve a meaningful communication in English, the speaker should understand the rule.

Supported by the need to know how to compile suitable material for EIL and also the

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7 The Study

Context of the study

The setting of the study is the Faculty of Language and Literature of the English Department in Satya Wacana Christian University. It is located in a small town of Salatiga, Central Java, Indonesia. English Department focuses on one major of English, which is Language Education. In this major, students are prepared to be English teachers. Therefore, there are six courses that the students must pass before they do the Teaching Practicum. Those courses are Introduction to Language Education, Teaching and Learning Strategies, Teaching English as a Foreign Language, Curriculum and Material Development, and Micro Teaching. The first five courses provide the students with the theory of language teaching and in the Micro Teaching course, the students have to apply the knowledge they have got in form of mini teaching. The student-teachers have to prepare the lesson plans as well as in real teaching. They also have to write journals about their material and teaching practice. The mini teaching lasts for 15-20 minutes.

Participants

The participants were seven selected student teachers who were in NTZ’s Micro Teaching class. This study chose this class because this is the only class that focuses on teaching English using EIL approach. This study used purposive sampling, selecting the participants based on:

 Students who were in Micro Teaching class and had passed introduction to language education, TEFL, TLS, and language assessment class. It is assumed that if students have passed those courses, then they have learned the theory of teaching to be applied in Micro Teaching class.

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Besides those criteria above, in conducting the data collection, this study limited the participants based on the validity of the data gathered from the interview. From eleven interviews of eleven students enrolled in the current class, only seven were valid. one interview had been used as the pilot interview, and Three other interviews were considered not valid because the participants could not explain why they consider such things in their mini teaching. From the characteristics above, I have planned to find what are the things that they’ve considered when they taught by using an EIL approach.

Instruments of data collection

The primary data that I used in this research was Action Research Journal. The other data that I analyzed were Lesson Plan and Interview.

a. Action Research Journal (ARJ)

Before and after doing the mini teaching, NTZ’s micro teaching students had to write

the action research journals. These journals were divided into two parts. The first part was done before the mini teaching which consisted of the ‘topic’ section explaining about what

they wanted to teach and the ‘planning’ section telling about the way they want to deliver the

material. The second part was done after the mini teaching which consisted of the ‘action’ section explaining the things that they realized after doing the mini teaching, the

‘observation’ section which contained their opinion after seeing the video, and the

‘reflection’ which contained their hope in the next mini teaching. This study used two AR journals which were ARJ 2 and ARJ 3.

b. Lesson Plan (LP)

Before doing the mini teaching, NTZ’s micro teaching students had to write the lesson

plan. Lesson Plan contains the material and the teaching steps which the students need to do in the mini teaching. The students had to write three Lesson Plans from three mini teachings. This study used two Lesson Plans which were the 2nd mini teaching Lesson Plan (LP 2) and

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the 3rd mini teaching Lesson Plan (LP 3) because it was assumed that the students’ understanding of EIL was better formed after they had their teaching experience and suggestion in the 1st mini teaching.

c. Interview

After observing participants’ ARJs and LPs, the next step was interviewing the participants. Here, I made sure that what I had observed in the participants’ ARJs and LPs was right and I got data that might be missing from their ARJs. The interview was scheduled to last around 20 minutes and used an unstructured interview type. To lead the interview, I started the interview with same question which was “what is your opinion about EIL

material?” because I wanted to know their understanding about EIL material before I asked

further about the material they had designed. Table 1 below shows the complete data that I collected.

Table 1. Instruments of Data Collection

Participants

Lesson Plan (LP) Action Research Journal (ARJ)

Interview

LP 2 LP 3 ARJ 2

(words)

ARJ 3 (words)

Rina   1152 1114 0:26:23

Kania   1696 1598 0:26:11

Arimbi   1437 1887 0:22:58

Novi   943 772 0:23:05

Dhena   864 957 0:28:43

Aryani   2131 3037 0:27:09

Annita   1269 752 0:22:39

Procedure of data collection

The study used of qualitative data. In collecting the data, there were two steps. The first was collecting the participants’ lesson plans and AR journals. The lesson plans contain materials that the participants thought and the AR journals contain the explanation, reason and reflection on their teaching. The second step was done through an individual interview. The interview used an unstructured interview type. The interview took 25-35 minutes on

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average and were recorded and transcribed. The Interview was held by using participants’ native language (bahasa Indonesia) to avoid the difficulties in expressing their opinion in English so that the data got would be deeper.

Data Analysis

In analyzing the data, I went through several steps. There were: 1) reading the lesson plans, 2) Reading the ARJ to find the reason of using such topic in the lesson plans, 3) interviewing the participants, 4) transcribing the interview, and 5) analyzing the data. In transcribing the interview I used clean transcription. Then, the interview transcript was analyzed. In analyzing the interview, I used “categorical content” analysis (Lieblich et al., 1998). This means that I focused on the contents and themes emerged from the participants’ statement. The most frequent themes appeared in the interview were familiarities issue and the place of western culture. These two themes were further analyzed.

Finding and discussion

The aim of the research is to find out aspects that students in micro teaching class consider in designing EIL materials. From the data gathered, there are two main things which were found. Those main things are familiarities issue and the issue of the place of western culture. The familiarities issue is divided into two sub-themes which are culture which is familiar to the teachers and culture which is familiar to the students.

1. Familiarities Issue

The first aspect found to be the most considered by the participants was the issue of

familiarities. This issue came from participants’ action research journals, lesson plan and was

strengthened by the interview.

a. Culture which is Familiar to the Teacher

From the research it was found that there were three participants, Rina, Novi and Arimbi who used culture which is familiar to them as teachers in designing their materials.

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According to their AR journals, Lesson Plans and interviews, culture which is familiar to the teacher means that the teacher should know and understand well about the culture which is taught to the students.

Rina in her third mini teaching explained about how to write descriptive texts with the correct generic structure and language features. Her class activity was a role play with Rina, the teacher, acted as foreign tourist and she wanted the students to act as local people who promoted the local places in Indonesia. To give the students the examples of places to be described, she used the pictures of some local places in Central Java such as Borobudur temple, Gedong Songo temple, Rawa Pening, and Ambarawa Train Museum. She chose local places in Central Java because:

Here, I want to show the culture of Central Java only because I live in Java and I only knew about it. In this mini lesson, I hope that my students will be able to describe and promote some places in Central Java using English to the visitors especially to the foreigners and the students will use interesting words to describe that place in order to make people interested in visiting the places.

(Rina_ARJ 3, 7-12-2011)

Rina used the places in Java because she is from Java, and she wanted the students to be able to understand and describe them. This idea is in line with Matsuda’s (2012) idea that the second source of culture the teacher can use in the EIL material is the culture of the interlocutor. This means that the students should be introduced with other cultures, in Matsuda’s case, the interlocutor’s culture. However, in this study, this idea is simplified into the classroom setting. Therefore, interlocutor can be referred to the teacher because teacher acts as the students’ interlocutor in the classroom. Rina believed that by knowing other

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cultures besides the students’ culture, it would help the students enrich their knowledge about

the places in Java and later on they could explain it in the descriptive text.

Almost similar to Rina, Novi, in her second mini teaching explained about traditional wedding ceremony in Indonesia. She used traditional wedding ceremonies because:

The reason I choose this topic is to bring the EIL in my speaking class and I assume that my students are familiar with the wedding ceremony from their ethnicity. I think if the topic is familiar with the students. This topic relate to the EIL because students can share their costumes.

(Novi_ARJ 2, 13-11-2011)

However, before she asked the students to share about their traditional wedding ceremony, she explained the ceremony from Sumba first. In her interview she said:

I introduced my own culture first. Because I come from Sumba, I used my own culture to give example. While some of my students come from Java, so they explained Javanese culture.

Later on in the interview she added:

I used my own culture as the example because it is the only culture that I understand well. If I used other cultures that I do not know well, I was afraid that my explanation was wrong and that was not right.

(Novi_ Interview, 20-7-2012, my translation)

From Novi’s ARJ and interview data above, it can be inferred that Novi used wedding ceremony because of three reasons. The first reason was because she believed that the wedding ceremony is the cultural product which the students can see in their neighborhood. In her activity, she wanted the students to share about their wedding ceremony. She believed

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that by doing so, it could motivate and encourage the students to also share their own cultures. The second reason is from her interview data, Novi believed that using culture that the teacher was familiar with would help the teacher to avoid misdirecting the students. It means that she was afraid to tell something to the students wrongly because she didn’t understand the culture she was talking about. Besides of the reason above, Novi also had further purpose. This purpose was similar to Rina, which is to introduce culture and enrich

the students’ knowledge about the culture. What Novi believed was also in line with

Matsuda’s (2012) statement that second source of culture the teacher can use in the EIL material is the culture of the interlocutor. But, here Novi’s purpose is different from Rina.

Another example of the use of culture which is familiar to the teacher found in this study was the material used by Aryani. In her third mini teaching, she used jamu as a cultural

content because:

In my third mini teaching, I only focused on one culture, Javanese, because almost all my students were Javanese, and I am a Javanese too. However, I thought that not all Javanese people understood about their own cultural product, therefore, I chose jamu as the topic

in my mini teaching. In my opinion, if I used culture that I understood well, it could help me in developing the material. I hope, after joining my third mini teaching, my students, no matter from what ethnicity they came from, they would understand more about drinking jamu culture.

(Aryani_Interview, 25-7-2012 my translation)

From Aryani’s data above, it is clear that she only focused on Javanese culture that is familiar to her. Similar to Rina and Novi, she believed that by doing so, it would help her in explaining, developing, and teaching the material. In the class, Aryani brought the authentic

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jamu so that the students could know about what jamu is, and they also could taste it. By

using the authentic jamu as the real object, it could help her in describing the different taste of

jamu because the students could drink it and later on they could differentiate about the taste

of jamu which they had drunk. What Aryani believed is in line with McKay’s (2012)

statement that EIL material should be relevant to the domains in which English is used in the particular learning context. The example that McKay (2012) states is the use of authentic material that is relevant to the place of teaching. In this case, Aryani used the authentic material which is jamu because she is a Javanese, and the place where she taught is in Java.

Because jamu is a part of Javanese culture, therefore it is relevant with what being taught by

Aryani.

From the discussion above it is stated that there are two principles which are in line with the participants’ data. The first principle is from McKay’s (2012) statement which is EIL material should be relevant to the domains in which English is used in the particular

learning context. This statement strengthens Aryani’s data that concerned on local beverage

which is familiar to the teacher. Another principle is from Matsuda (2012) that EIL material could cover many cultures, one of them is interlocutors’ culture. This statement strengthens

Novi and Rina’s data which concern on local ceremony and local places which are familiar to

the teacher.

b. Culture which is familiar to the students

The second criteria guiding the participants’ material selection is using the culture which is familiar to the students. As Matsuda (2012) states the possible source of cultural content

for EIL materials is the learners’ own culture. The data from the interview and action

research journals shows that there are four participants who are Annita, Arimbi, Dhena, and Kania who considered using culture familiar to the students.

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Annita in her third mini teaching focused on writing skills. She asked the students to mention the meaning of their names and the other students commented on the explanation.. The reason for such selection:

I think this material would be very easy, because in the class the students not only come from Java, Sunda, and other places. So they use different accents. Therefore when they tried to give comment on their name, they also have different family names, So maybe other students would not know about that and they would be curious to listen to their friends’ explanation. Then from this activity, the students would understand the material that I give.

(Annita_Interview, 27-7-2012), (my translation)

From the data above, Annita assumed that the students could share their culture with others because they learn the histories behind their names. The idea of using students’ culture is in line with Matsuda’s (2012) idea that the third source of culture the teacher can use in the EIL

material is the students’ culture. Moreover, Annita’s purpose of using culture which is

familiar to the students is continuing Matsuda’s (2012) idea that by reflecting on the things the students meet every day in their surrounding; it will help them involve in the classroom activity. Therefore Annita assumed that when the students can involve in the class activity, further they can be attracted to the material and they can share culture with others.

The second example of the use of culture which is familiar to the students was found in Arimbi’s material. In her second mini teaching, she exposed students to tourism places familiar to students because:

So I wanted to teach English to the students by using material which was familiar to the students. In my mini teaching, I used some tourism places such as Sanur beach, Kuta beach, and Borobudur

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temple as the examples. Those places are familiar to the students. I assumed that all students know about them, and even some of them had gone to those places. If I used some tourism places abroad, the students might not know them, and it could reduce their interest in learning English.

(Arimbi_Interview, 27-7-2012, my translation)

From data above, it showed that Arimbi used culture which is familiar to the students in term of tourism places which the students knew about or had gone to. She believed that using it could attract the students’ interest in learning the material. Arimbi also believed that by putting tourism places which were familiar to the students in the material, the students could imagine the things being discussed by the teacher and it would be easier for the students to talk about and describe those places. Similar to Annita, what Arimbi believed was also

supported by Matsuda’s (2012) idea that the third source of culture the teacher can use in the

EIL material is the students’ culture. However, Arimbi’s main purpose is little bit different from Annita, here Arimbi focused on raising the students’ idea by using the tourism place which are familiar to students.

Different from Arimbi, Dhena taught about the descriptive paragraph and the generic structure. Dhena focused on some places around students’ town, but here Dena also added about local vocabulary such as odong-odong which can’t be literally translated to English. The reason is:

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I concern more to the material and the way I explain rather than the EIL aspect as I think the material I gave to my students is EIL, some places around their town. Here I exposed the EIL side by letting my students decide the way the described the place included used some local vocabularies which couldn’t be translated into English.

(Dhena_ARJ 3, 15-12-2011)

Regarding the local vocabularies which cannot be literally translated to English, in her interview Dhena added:

In that time, we were discussing about Pancasila field. In that place there is a toy called odong-odong. When the students describe about

Pancasila field, they mentioned odong-odong, and the students did

not know how to translate it in English, so I let them use the word

odong-odong in their descriptive text.

(Dhena_Interview, 16-7-2012, my translation)

From Dhena’s ARJ 3 data above, it can be implied that what Dhena believed is aligned with

McKay’s (2012) statement that EIL material should be relevant to the domains in which

English is used in the particular learning context. Therefore Dhena used local places around Salatiga because all of her students lived in Salatiga so she assumed that they were familiar with those places. She believed it would be easier for the students to describe those places. Here, Dhena did not only focus on describing the places but also let the students use local vocabularies such as odong-odong (mini vehicle powered by batteries and can be ridden by

one child) which could not be literally translated to English. It would be difficult if she forced the students to translate the word into English.

The fourth example was found in Kania’s material. She used wayang as the speaking material in her second mini teaching. She asked the students to be a wayang story teller. She

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believed that because almost all of her students students are Javanese, and wayang is a

Javanese culture product. She assumed that the students were familiar with wayang. Further,

she also wanted to increase students’ awareness about their own local culture product: I am planning to make the students aware of their local culture called

wayang story by watching the modern animation of Rama and Sinta

video. wayang story is likely related to EIL because it draws

students own culture as content. Also, Rama and Sinta story might be well known for students, I don’t want to be ambitious to use another complicated story of wayang at this level of the third senior high

school

(Kania_ARJ 2, 14-11-2011) In the interview, Kania added:

Because I taught in Javanese, and almost all of my students are Javanese, I chose wayang as my topic. However, as far as I know,

wayang comes from Java, but nowadays, wayang also become one

of Indonesian traditional famous art. Therefore, my students who come from outside Java will be familiar with wayang and they will

feel that they also own it.

(Kania_Interview, 26-7-2012, my translation)

From the data above, Kania used “Rama and Shinta” story because in her opinion, the story

was very famous. By using this story in the speaking class, Kania hoped that the students could understand what they had to talk about that further encourage them to speak. At this time, Kania used wayang because she taught in Java and wayang is a part of Javanese culture.

It is in line with McKay’s (2012) statement that EIL material should be relevant to the domains in which English is used in the particular learning context. Kania also assumed that

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wayang was not only Javanese culture product, but it has been Indonesian culture product.

She hoped that all students from all cultural backgrounds were familiar to it. She believed that using wayang could also erase the students’ cultural boundaries. It means that all students from different cultural backgrounds could feel that they also own wayang. Her belief

is supported by Matsuda (2012) who states that the main source of designing the material which used cultural content is global culture. As what Kania said in the interview that nowadays, wayang becomes Indonesian traditional famous art. This cultural content cut

across national boundaries and are relevant to the global society as a whole.

The discussion above shows that in Indonesia, applying local culture in the material is not that easy, because Indonesia has so many cultures. Winarto (2006) states that there are seven hundred cultures in Indonesia. Based on this fact, it is impossible for teacher to teach using those many kinds of culture. Therefore familiarity plays an important role in the material. Familiarities issue became the main thing that the participants considered in designing the EIL material because it gives benefit both to the teacher and students in term of making the teaching and learning process easier. According to Kirkpatrick (2007), emphasizing local culture in teaching will help students to have the needs and things to talk about, given that they understand what they have to say. From the discussion above it is seen that the participants’ idea is in line with Matsuda’s (2012) statement that the sources of culture the teacher can use in the EIL material are the global culture and the students’ culture, which can be seen in the exploration of students’ name’s meaning (Annita), description about the tourism places familiar to the students (Arimbi) and the use of wayang as a global culture

(Kania). Another source which strengthens the participant’s data is from McKay (2012) that EIL material should be relevant to the domains in which English is used in the particular

learning context, which can be seen from Dhena’s topic about describing some places in the

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20 2. The Place of Western Culture

The second thing that the participant considered in designing EIL material found in this research was the issue of “the place of western culture”. “Western culture” refers to the culture which comes from English speaking countries such as USA or England. This issue focused on the use of western culture in the material. There were two participants, Arimbi and Annita, who put this issue into consideration.

The first example found in this study was Annita. In her second mini teaching, she taught speaking and emphasized the drop syllable when pronouncing some words. In her mini teaching, she used material about varieties of pronunciation that exist in the world. She gave two different accents as the example. The first one was American accent and the second one was Thai accent. The reason for using those two accents was:

In this activity I want to give a perception that varieties of pronunciation exist in the world by giving them the song title ‘Price

Tag’ which is brought in Thai and American accent. At last the song

will be sing by the student so that students will be realize that actually they have their own accent in pronouncing English words.

(Annita_LP 2, 25-10-2011)

With regard to the reason she included western culture in her material, in the interview Annita stated:

Western is the root of English, so it is okay to compare or to know about that, and I think western here refers to country such as US. In EIL, we focus on students’ culture but we are not supposed to omit the western culture so that the students will know the differences.

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supported by McKay’s (2012) idea that EIL materials should include examples of the

diversity of English varieties used today. In her mini teaching, Annita also include Thai accent in her material so that the students can get more awareness about different varieties of English accent which are American and Thai accent.

Similar to Annita, Arimbi in her second mini teaching also included western culture in her material but only specified in grammar explanation. She believed that grammar is part of western culture. In her interview, she stated that:

In my opinion, EIL can free Indonesian people, as non native speakers of English, to speak English using any accent that they can. However, still, people who speak English should understand the English rule which is grammar, and also the expressions in English. This is the only part of western culture that I included in my lesson plan.

(Arimbi_Interview, 27-7-2012, my translation)

From Arimbi’s interview data, it can be seen that Arimbi only included the western culture in

form of grammar and English expressions explanation, whereas her topic was about culture that is familiar to the students. She believed that although the students talk about anything, as long as they are talking in English, they have to apply the correct English rule so that what they want to say can be delivered well. It is in lined with McKay (2012) who concludes that the EIL material needs to provide students with an awareness of the diversity of English

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today but the material itself should still provide learners with widely accepted English grammatical norm.

From the discussion above, it can be seen that the participants used western culture in their material in two ways. The first one is providing the example of varieties of English accent today and the second one is explaining the English rule (grammar). Those data are supported by two principles. The first principle is from McKay (2012) that EIL materials should include examples of the diversity of English varieties used today as in Annita’s example. Another principle is also from Mckay’s (2012) idea that the EIL material needs to provide students with an awareness of the diversity of English today but the material itself should still provide learners with widely accepted English grammatical norm which can be seen from Arimbi’s data.

Conclusion

This study is aimed to learn the aspects which are needed in designing the EIL materials. This study found that the participants chose to use culture which is familiar to teacher or students and still put western culture in the material. There were several reasons behind it. First, there were two main reasons why the participants considered about using culture which is familiar to teacher. The participants believed that when they chose culture which is familiar to the teacher, it can help the teacher to avoid misdirecting the students and can share her/his culture to students. Second, the reason why the participants used culture which is familiar to students was because the participants believed that the students would be more interested in learning the material. It would be easier for the students to discuss the material and help them understand and encourage them to participate in the class activity.

There are also two reasons why the participants considered about the inclusion of western culture. The first reason was by including western culture in the material, it could help the students to differentiate culture, either western culture with other culture or western

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culture with students’ local culture especially in the varieties of English accent today. The second reason was by including western culture in the material, it could help the students to learn about the correct grammar rules.

However, this study still has limitations. The first limitation is the number of participants (n=7). Bigger number of participants will be more beneficial for the reliability of

the further studies. The second limitation is on the limited participants’ understanding of the

EIL itself. Most of the participants believed that teaching using EIL approach means that they always have to relate the teaching with culture, both local culture and the western culture. However, Kirkpatrick (2007), Matsuda (2012) and McKay (2002, 2003, 2012) imply that the focus of EIL is wider than that. It is more on the showing the varieties of English. Therefore, having participants who have sufficient exposure of and experience in EIL will be more valuable.

language is the source of input because the students’ exposure of the language is limited

inside the classroom, and therefore, the quality of input is very critical. Consequently, teacher

must really monitor the fitness of the material with the students’ need and environment which

then, hopefully EIL approach in teaching and learning process can be fully applied. Acknowledgement

I would not be able to finish this thesis without the help and support from several individuals around me. Therefore, I would like to send my greatest thank to Jesus Christ for

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His blessing, love, and for always being around me in every condition I have. I would like to send my gratitude to my supervisor, Ibu Nugrahenny T. Zacharias, Ph.D for the supervision, support and fundamental suggestion given to me, and also to my examiner, Ibu Victoria Usadya Palupi, M.A.-ELT for the guidance during the completion of this thesis. I also want to say thank you to all of my participants for their time and help in the process of collecting data.

I am very grateful of being among my parents: Ibu, Bulik Anti, and Om Nar whom without their endless prayer, love, and support, I would not be able to finish my study. Special thank goes to Tyak for her support, restless companion, and knowledge to share that made the finishing of my thesis possible. I also want to say thank you to several people around me: 1) my thesis mates, Yaya, Benny, Dhenok, Onie, and all for their help and support, 2) my Wahid buddies for the crazy time and the sharing of experiences, 3) my friends in Gegabah 08 and ED 2008 for the togetherness, joy, laughter, and lessons to be learned during our study time. Last but not least, I would like to deliver my deep thank to all teachers in English Department for teaching and educating me the whole time I study in SWCU.

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25 References

Jenkins, J. 2003. World Englishes: A resource book for students. London: Routledge.

Kirckpatrick, A. (2007). Teaching English across culture. EA Journal 23 (2). 20-36.

Lai, H.Y.T. (2008). English as an international language? Taiwanese university teachers’ dilemma and struggle. English Today95, 24 (3). 40-45.

Lieblich, A, Tuval-Mashiach, R., & Zilbet, T. (1998). Narrative research: Reading, analysis and interpretation. Thousand Oaks, CA: Sage Publications.

Matsuda, A. (2003). Incorporating world englishes in teaching English as an international language. TESOL Quarterly, 37 (4), 719 - 729.

Matsuda, A. (2012). Principles and practices of teaching English as an international language. Bristol: Multilingual Matters.

Matsuda, A. (2012). Teaching materials in EIL. In L. Alsagoff, S.L. McKay, G. Hu, W.A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 168 – 185). New York: Routledge

McKay, S.L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.

McKay, S.L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1 – 22.

McKay, S.L. (2012). Teaching materials for English as an international language. In A. Matsuda (Eds.), Principles and practices of teaching English as an international language (pp. 70-83). Bristol: Multilingual Matters.

Rubdy, R. and Saraceni, M. (2006). English in the world: Global rules, global roles. London: Continuum.

Winarto, Y.T. (2006). Family education and culture in Indonesia: The complex, intermingled, and dynamic phenomena. Retrieved October 2, 2012, from https://www.api.pasca.ugm.ac.id/en/data/Family_Education_and_Culture.pdf

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20 2. The Place of Western Culture

In this activity I want to give a perception that varieties of pronunciation exist in the world by giving them the song title ‘Price Tag’ which is brought in Thai and American accent. At last the song will be sing by the student so that students will be realize that actually they have their own accent in pronouncing English words.

(Annita_LP 2, 25-10-2011)

With regard to the reason she included western culture in her material, in the interview Annita stated:

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From Annita’s 2nd LP and interview data, it can be inferred that western culture in Annita’s opinion was everything comes from western countries, such as United States. Annita believed that by including western culture in the material, it would help the students to differentiate the cultures, especially in the varieties of English accent today. What Annita believed is supported by McKay’s (2012) idea that EIL materials should include examples of the diversity of English varieties used today. In her mini teaching, Annita also include Thai accent in her material so that the students can get more awareness about different varieties of English accent which are American and Thai accent.

(Arimbi_Interview, 27-7-2012, my translation)

From Arimbi’s interview data, it can be seen that Arimbi only included the western culture in form of grammar and English expressions explanation, whereas her topic was about culture that is familiar to the students. She believed that although the students talk about anything, as long as they are talking in English, they have to apply the correct English rule so that what they want to say can be delivered well. It is in lined with McKay (2012) who concludes that the EIL material needs to provide students with an awareness of the diversity of English

(3)

today but the material itself should still provide learners with widely accepted English grammatical norm.

Conclusion

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However, this study still has limitations. The first limitation is the number of participants (n=7). Bigger number of participants will be more beneficial for the reliability of the further studies. The second limitation is on the limited participants’ understanding of the EIL itself. Most of the participants believed that teaching using EIL approach means that they always have to relate the teaching with culture, both local culture and the western culture. However, Kirkpatrick (2007), Matsuda (2012) and McKay (2002, 2003, 2012) imply that the focus of EIL is wider than that. It is more on the showing the varieties of English. Therefore, having participants who have sufficient exposure of and experience in EIL will be more valuable.

From this study, it is found that EIL approach has many aspects, and according to Friedrich & Matsuda (2010) in Matsuda (2012) EIL is also very beneficial in preparing the students to communicate in English and also know the function of English in international and multinational context, hopefully this study will help English teachers to be more aware of EIL and provide more varied and suitable EIL material. The suitability of the material is important because according to Matsuda (2012), one important thing in teaching foreign language is the source of input because the students’ exposure of the language is limited inside the classroom, and therefore, the quality of input is very critical. Consequently, teacher must really monitor the fitness of the material with the students’ need and environment which then, hopefully EIL approach in teaching and learning process can be fully applied.

Acknowledgement

I would not be able to finish this thesis without the help and support from several individuals around me. Therefore, I would like to send my greatest thank to Jesus Christ for

(5)

(6)

25 References

Jenkins, J. 2003. World Englishes: A resource book for students. London: Routledge. Kirckpatrick, A. (2007). Teaching English across culture. EA Journal 23 (2). 20-36.

Lai, H.Y.T. (2008). English as an international language? Taiwanese university teachers’ dilemma and struggle. English Today95, 24 (3). 40-45.

Lieblich, A, Tuval-Mashiach, R., & Zilbet, T. (1998). Narrative research: Reading, analysis and interpretation. Thousand Oaks, CA: Sage Publications.

Matsuda, A. (2003). Incorporating world englishes in teaching English as an international language. TESOL Quarterly, 37 (4), 719 - 729.

Matsuda, A. (2012). Principles and practices of teaching English as an international language. Bristol: Multilingual Matters.

McKay, S.L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.

McKay, S.L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1 – 22.

Rubdy, R. and Saraceni, M. (2006). English in the world: Global rules, global roles. London: Continuum.

T1 112008087 Full text

ASPECTS MICRO TEACHING STUDENTS CONSIDER IN

DESIGNING EIL MATERIALS

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2013

ASPECTS MICRO TEACHING STUDENTS CONSIDER IN

DESIGNING EIL MATERIALS

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2013

Aspects Micro Teaching Students Consider In Designing EIL Materials

Parts

Dokumen yang terkait

T1 692011053 Full text

T1 692011047 Full text

edisi khusus oktober 2010

Archives – Jurnal Keuangan dan Perbankan (JKP)

vol 13 no 2 mei 20091

Archives – Jurnal Keuangan dan Perbankan (JKP)

Archives – Jurnal Keuangan dan Perbankan (JKP)

Archives – Jurnal Keuangan dan Perbankan (JKP)

Archives – Jurnal Keuangan dan Perbankan (JKP)

T1 672 00 80 42 Full text

Dukungan

Links

T1 112008087 Full text

ASPECTS MICRO TEACHING STUDENTS CONSIDER IN

DESIGNING EIL MATERIALS

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2013

ASPECTS MICRO TEACHING STUDENTS CONSIDER IN

DESIGNING EIL MATERIALS

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2013

Aspects Micro Teaching Students Consider In Designing EIL Materials

Parts

Dokumen yang terkait

T1 692011053 Full text

T1 692011047 Full text

edisi khusus oktober 2010

Archives – Jurnal Keuangan dan Perbankan (JKP)

vol 13 no 2 mei 20091

Archives – Jurnal Keuangan dan Perbankan (JKP)

Archives – Jurnal Keuangan dan Perbankan (JKP)

Archives – Jurnal Keuangan dan Perbankan (JKP)

Archives – Jurnal Keuangan dan Perbankan (JKP)

T1 672 00 80 42 Full text

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