Ernie D.A.

Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

English Language Teaching in Indonesia and its relation to the role of English as an International Language Ernie Diyahk ! manin" Ay Imperiani It has been widely recognized that todays role of English is as an international language (EIL) and as a lingua franca (ELF). Regarding this international role of English language, ideally teaching and learning English should be matched with a ro riate edagogical a roach, in this case, EIL edagogy a roaches. !s "c#ay ($%%&, .') suggests, (teaching of English as an International language (EIL) should be based on an entirely different set of assum tions than has ty ically informed English Language )eaching (EL)) edagogy*. In other words, teaching and learning EIL should be different from teaching and learning of any other second or foreign languages. +ince Indonesia is categorized as an EFL country, it is interesting to find out whether this issue has an im act on EL) ractices in this country. )herefore, this article describes general trends of EL) in Indonesia last few decades and discusses whether ra id globalization of English has any significant im act on EIL olicy and ractices in this country, and also whether new trends in EIL influence erce tion of and toward English in this country.

1. Introduction ,ith the emergence of todays role of English as an International language (EIL) and as a global lingua franca (ELF), it is hardly sur rising that English language education has become im ortant in many countries. Indonesia, for e-am le, has growing number of schools range from .indergarten to uni/ersity le/el which use English as the medium of instruction (0ard1owid1o1o, $%%$, cited in 2acharias, $%%&). !lso, the number of English courses ra idly increases as a result of high interest of eo le in learning English. English is /iewed by many eo le in Indonesia, for instance, as a re3uirement im osed by globalization (2acharias, $%%&4 5uwono, $%%6). In fact, according to 0iah ('78$), English in Indonesia is also used as an international medium of communication, science and technology and is used as (sources for le-ical de/elo ment of 9ahasa Indonesia as a modern language ( .$:, cited in Lowenberg, '77'). In res onse to this international role of English language, ideally teaching and learning English should be matched with a ro riate edagogical a roach, in this case, EIL edagogy a roaches. !s "c#ay ($%%&, .') suggests, (teaching of English as an International language (EIL) should be based on an entirely different set of assum tions than has ty ically informed English Language )eaching (EL)) edagogy*. In other words, teaching and learning EIL should be different from teaching and learning of any other second or foreign languages. +ince Indonesia is categorized as an EFL country, it is interesting to find out whether this issue has an im act on EL) ractices in this country. )herefore, this '

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

article describes general trends of EL) in Indonesia last few decades and discusses whether ra id globalization of English has any significant im act on EIL olicy and ractices in this country, and also whether new trends in EIL influence erce tion of and toward English in this country. 2. General trends of ELT in Indonesia ;eneral trends of EL) in Indonesia can be described by loo.ing at bac.ground and status of English, English language education and its curriculum, roblems of EL) and recent de/elo ment of English language teaching in Indonesia. 2.1 Background and status of English and other languages in Indonesia !s many eo le are aware that there can be more than one language and culture within one island of Indonesia because Indonesia consists of multi ethnic grou s with hundred different local languages s read o/er different arts of Indonesia. <ence, generally each indi/idual s ea.s two languages, a local language (9ahasa 0aerah such as =a/anese, !mbonese, etc) and national language (9ahasa Indonesia). 9oth >ababan ('78$, cited in >ur, $%%?) and 0ard1owid1o1o ($%%%) classify languages used in Indonesia into three categories. )hey are /ernacular@local languages (9ahasa 0aerah), national languages (9ahasa Indonesia) and foreign languages. )he first category is usually used as family languages for social communication in their regions. "oreo/er, as 0ard1owid1o1o ($%%%) states, most Indonesian children at indi/idual le/el in regional areas learn their /ernaculars as their mother tongue before they learn A9ahasa Indonesia (the national language) at school. )he national language is used in formal and business communication and is also used to communicate with other Indonesians of different language bac.grounds. For international communication, eo le use a foreign language. In the '76%s, English was offered as foreign language in high schools (1unior and senior high). <owe/er, choosing English as the main foreign language taught in secondary school has long history. Brior to Indonesias Inde endence 0ay, it seemed normal that many eo le were more familiar with 0utch and it is e/en taught in many schools in Indonesia to some limited grou of eo le as it was the language of colonialist (0ard1owid1o1o $%%%). 0uring the eriod of the inde endence in '7?6, education, including foreign language education, was not in go/ernment attention. In '76%, when Indonesias olitical situation was relati/ely more stable, the go/ernment then was also ready to choose what foreign languages (either 0utch or English) were to be taught in schools. Lowenberg ('77'), 0ard1owid1o1o ($%%%) and >ur ($%%?) belie/e that the olicyCma.er had been aware of the otential of English and its utility in e/ery international domain as well as in the economic de/elo ment of Indonesia. In fact, English was either dominant language or second language of Indonesias immediate neighbors such as "alaysia, +inga ore, Bhili ines, and !ustralia. )hus, due to its utility as world language and its utility as lingua franca of immediate geogra hical region, English was e/entually chosen as the first foreign language rather than 0utch (although it was the colonial language). In addition, 0ard1owid1o1o ($%%%) e- lains that the term English as the first foreign language is used and not as second language because most Indonesians are bilingual with Indonesia as the national language (second language) and local @ /ernacular language as the mother tongue. !lso, both 0ard1owid1o1o ($%%%) and >ur ($%%?) asserts that this status of English as the first foreign language remains today in Indonesia. <owe/er, $

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

Lowenberg ('77') claims that due to the functions of English in the linguistic re ertoires of many Indonesians, English is seen as an additional language in Indonesia. 2.2 English language education in Indonesia In Indonesia educational system, English instruction begins in secondary (high) schools. !ccording to '7:D 0ecree of the "inistry of Education and Eulture (now .nown as the 0e artment of >ational Education), the role of English in high schools was (to s eed u national de/elo ment in addition to establishing relationshi with other nations and to carrying out its national foreign olicy* (>ur, $%%?, .'D7). )herefore, English is com ulsory sub1ect for these two le/els. It is also one of the sub1ects that students ha/e to ta.e in their final e-aminations. E/ery 1unior high school students study English for '&: contact hours each year in which each contact hour e3ual with ?6 minutes (0ard1owid1o1o, $%%%4 >ur, $%%?). 9y the end of the third year, students would ha/e studied English for ?%8 contact hours on a/erage. <ence, by the students com lete their senior high school education4 they would ha/e studied English for more than 8%% contact hours. !s stated in '7:D 0ecree, the rimary ob1ecti/e of English instruction in secondary schools was to ro/ide a wellCde/elo ed reading s.ills to facilitate transfer of science and technology .nowledge because around D6F to 7%F of scientific and technical te-tboo.s and reference materials are still a/ailable only in English (>ur, $%%?4 Lowenberg, '77') + ea.ing s.ills on the other hand, was gi/en low riority because it was considered to be a lu-ury and also it was assumed that such ability at high school le/el could endanger national identity (>ur, $%%?). Brior '77?, English was not com ulsory at elementary le/el ( rimary school). Gnly after '77? re/ised curriculum, "inistry of Education then has allowed elementary schools to include English as a sub1ect for students of grade four, fi/e, and si-. <owe/er, it seems that only go/ernment rimary schools in urban areas and ri/ate schools would ha/e the staff to teach English. !s a result, those rimary or elementary schools in rural areas still do not offer English due to shortage of staff able to teach it. In addition, unli.e the high school students, English at elementary le/el is for oral communication only. )hus, the order of em hasis is s ea.ing, listening, reading and writing (0ard1owid1o1o, $%%%4 >ur, $%%?). English is taught for :% to 7% minutes a wee., de ending on resources of indi/idual school (0ard1owid1o1o, $%%%4 >ur, $%%?). !t the uni/ersity le/el, students in nonClanguage de artments ha/e to ta.e English for two semesters and for two to three hours a wee. (Lowenberg, '77', 0ard1owid1o1o, $%%%4 >ur $%%?). 9ased on their e- lanations, since the goal of English at this le/el is to assist students to de/elo their reading ability relates to their fields of study, the .ind of English taught is E+B (English for + ecific Bur oses). ,hile for those ma1oring in English, the uni/ersity curriculum is to de/elo both language s.ills and theoretical .nowledge (0ard1owid1o1o, $%%%). <e also adds that to obtain a bachelor degree, students should finish their study between '?? to ':% credit hours.

&

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

2.3 Curriculum and policy 0ard1owid1o1o ($%%%) and >ur ($%%?) recognize that since inde endence, Indonesia has e- erienced se/eral changes in curriculum with different teaching a roaches or methods from grammarCtranslation method and audioClingual method to communicati/e a roach (which is regarded as the most o ular teaching a roach). 9y '78?, the re/ised curriculum for English in secondary schools had ado ted the communicati/e a roach with an em hasis on the de/elo ment of s ea.ing s.ills. <owe/er, the ractice did not reflect the communicati/e learning (0ard1owid1o1o, $%%%4 "usthafa, $%%'4 >ur, $%%?). )herefore, although the four s.ills remained as the targets for learning, the order of riority was changed to reading as the most im ortant, then listening, writing and s ea.ing. )en years later, in '77?, the "inistry of Education roduced new curriculum to re/ise '78?. It is still communicati/ely oriented, but the official term was the meaningCbased curriculum (meaningful a roach) (0ard1owid1o1o, $%%%4 "usthafa, $%%'4 >ur, $%%?). >ur ($%%?) e- lains that this '77? curriculum for high schools ha/e three ty es of English syllabuses. )hey are national content which is re3uired to be im lemented nationally and which the ur ose is to de/elo a basic reading s.ill, enrichment content which ro/ides more e-ercises in reading com rehension, /ocabulary building, control of structures in English and so on, and local content which ha/e materials to meet the needs of students in s ecific regions in Indonesia such as English for industry, tourism and business@commerce. )he curriculum is not only national, it is also com ulsory. )herefore, when a te-tboo. writer or a ublisher wants to ha/e his boo. used by the schools in the country, she or he has to include all the materials stated in the curriculum, including the themes, the grammar, the functions, and the /ocabulary items to be learned (0ard1owid1o1o, $%%%). Furthermore, the release of Regional !utonomy Laws in '777 made Indonesia to start its decentralization reform. )he laws gi/e autonomy to local go/ernments and schools to ha/e their own olicy to manage their educational ser/ice ro/ision, including English language education. )his decentralization reform at school le/el is belie/ed to lead to better school erformance, greater school autonomy, better match between the ser/ices deli/ered and the students needs, greater arental and community in/ol/ement and greater artici ants in decision ma.ing (0e di.nas, $%%&, cited in 5uwono, $%%6). 0ue to this decentralization reform and a more regional curriculum, the schoolCbased curriculum was roduced in $%%: in which local cultures are dominant and more decentralized education (www. us.ur.net). 2. !ro"lems of ELT in Indonesia +ince English was first taught, there ha/e been roblems in the teaching of English as a foreign language in Indonesia and the learning of English has been considered less of success in this country. +ome Indonesian scholars (such as 0ard1owid1o1o, $%%%4 "usthafa, $%%'4 >ur, $%%? and 5uwono, $%%6) and some nonC Indonesian scholars (such as #ir. atric., $%%D and #am, $%%?) ha/e ortrayed it in this way. !lthough the curriculum lays im ortant role in maintaining standards in EL), most of the ma1or roblems seem to lie outside the curriculum. 9oth 0ard1owid1o1o ($%%%) and >ur ($%%?) agree on fi/e common roblems such as big class sizes, teachers with low le/el of English roficiency, the low salary of ?

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

go/ernment English teachers which encourage or e/en force many to moonlight, the lac. of sufficient re aration to teach the new curriculum and the culture barriers for teachers to lea/e the role of master and to acce t or to ado t the new role of facilitator. )hey also claims that the large class sizes and un3ualified English teachers are two ob/ious factors that contribute to the ongoing roblems in EL) in Indonesia. "usthafa ($%%') also lists other reasons for the roblems such as limited time allocated for teaching English4 lac. o ortunity to actually ractice s ea.ing English in the classroom due to focus on grammar and synta- and the use of L'@ mother tongue4 less authentic materials and lac. o ortunity to socialize English outside the classroom. !ccording to 5uwono ($%%6), EL) in Indonesia seems to be always roblematic before and after decentralization era. +he also suggests that the continuallyCre/ised curriculum does not seem to consider factors such as suitable 3ualifications for teachers and numbers of students nor does it ro/ide strategies and alternati/es. Related to ability in English, 0ard1owid1o1o ($%%%) assumes that the number of hours a student s ends in secondary school and the o tional hours in elementary school should at least ha/e resulted in a high ability in English by the time she@ he graduate from senior high school. )he outcome, howe/er, is far from the e- ectation. It seems that a high school graduate is unable to communicate intelligibly in English and those who are able is sus ected of ha/ing ta.en ri/ate courses or come from a certain family bac.ground (0ard1owid1o1o, $%%%). #am ($%%?, .8) sees that this low ability in English is as a result of a (fli Cflo ing* in EL) methods or a roaches in Indonesia (from grammarCtranslation method to communicati/e a roach). >e/ertheless, 0ard1owid1o1o ('77:, cited in #am, $%%?) claims that the lac. of students moti/ation, oor attitude of students in learning English and shortage of teachers with ade3uate English language com etence are the contributors of the low ability in English. "oreo/er, the EL) situation in uni/ersity le/el is similar. #ir. atric. ($%%D) suggests that as the entry le/el of most students is /ery low, the E+B class focuses on grammar and translation. )hus, most of E+B rograms fail to de/elo students roficiency in English. In agreement with #ir. atric. ($%%D), >ur ($%%?) asserts that uni/ersity graduates who ha/e studied si- years of English in both 1unior and senior high schools and another year in uni/ersity generally cannot communicate ade3uately in English. +he also gi/es an e-am le from >urweni and Read re ort in '777 that Indonesian students on a/erage first year only master about '$$: English words which is considered as far below the threshold for senior high school students which is ?%%% to 6%%% English words. In ri/ate elementary schools, on the other hand, the EL) ractice is much different. !s re orted by +adtono ('77D, cited in #am, $%%?) that children in one school in +urabaya that taught English from grade one was able to write fairly good com ositions when they were in grade fi/e and si-. <e belie/es that this was due to the teacher who used integrated a roach. Hnfortunately, this success in ri/ate elementary school could be difficult to be continuously a lied in other elementary schools either in ublic schools or elementary schools in rural areas as the introduction of EL) at this le/el is still confined to some selected elementary schools in urban areas.

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

2.# $ecent %e&elopment of ELT in Indonesia 0es ite the roblems of EL) ractice in Indonesia, English continues to be the most o ular foreign language in Indonesia schools. +ince '77?, EL) has been introduced from grade four of elementary le/el in ublic schools. ,ith a reorientation ob1ecti/e in '77? (which is regarded to be im ortant in EL) in Indonesia in the last few years), the focus has been on listening and s ea.ing s.ills in elementary schools and on s ea.ing and reading s.ills in secondary schools. Furthermore, the language olicy for education in Indonesia has made English language learning com ulsory. !lthough the olicy has attributed teaching English from early grades in elementary schools, it has not been fully im lemented largely because of lac. of rimary teachers both in numbers and s.ills le/el. <owe/er, o/erall, there has been an attem t in the last ten years to strengthen and im ro/e the EL) through curriculum re/ision and de/elo ment as well as decentralization reform. 2.' Generali(ation of ELT in Indonesia )some trends and issues* It can be seen through the re/ious discussion that the general situation of formal EL) in Indonesia is rather discouraging. Bractitioners, language e- erts and olicy ma.ers agree that teaching of English in Indonesia has not been a success o/er the ast few decades (0ard1owid1o1o, '77:b cited in >ur, $%%?). )his condition is also stated in some scholars finding in their 1ournal article of EL) in Indonesia such as 0ard1owid1o1o ($%%%), "usthafa ($%%'), >ur ($%%?), #ir. atric. ($%%D) and #am ($%%?). <owe/er, the roblems concerning EL) in Indonesia seem to be a com lematter. !s >ur ($%%?) states that it is not easy to identify the real cause of EL)s lac. of success. It seems that the olicy and ractice of EL) in Indonesia is not li.ely to change much. !s >ur ($%%?) suggests that although change is ine/itable in todays fast changing world, no dramatic changes are e- ected in Indonesia. )hus, she argues that the ractice of English instruction will continue as it has been always the case. )here is less can be done to im ro/e the teaching of English in Indonesian schools as there are other more ressing riorities such as olitical and economic roblems. Hnli.e >ur, 0ard1owid1o1o ($%%%) sees the failure in teaching English in Indonesia as common henomena in EFL countries. )hus, there is no need to be essimistic. Furthermore, #am ($%%?) summarizes the issue of EL) in Indonesia in terms of dilemma. <e e- lains that on the one hand, Indonesia face shortage of English teachers and on the other, those currently teaching English would need to im ro/e 3ualitati/ely. )his is what he called by (3uantitati/e /s 3ualitati/e dilemma* (#am, $%%?, .$8). <e suggests that limited resources ha/e to be distributed between recruiting and training more teachers of English and ro/iding inCser/ice training for those who ha/e already teaching English in schools. 3. Impact of glo"ali(ation of English on policy and practice of EIL in Indonesia 3.1 General impact of glo"ali(ation of English in Indonesia !lthough EL) ractice in formal education in Indonesia has been characterized by failure, it does not hinder the rogress or the continuity of English s read in Indonesia. In fact, as a result of ra id globalization which ma.es English to reach its im ortance as international language, there is the increasing numbers of :

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

schools in Indonesia from .indergarten to uni/ersity le/el in which the medium of instruction is English (0ard1owid1o1o, $%%$ cited in 2acharias $%%&). English news broadcasting with Indonesian news readers in one local )I, namely "etro )I, in Indonesia is another e-am le of the continuity of English s read. Furthermore, due to globalization, it seems ob/ious that many com anies in Indonesia ut English as one the re3uirements for their a licants of 1ob /acancy (www..arir.com, Indonesias career site). )herefore, there is growing number of English courses in Indonesia such as English First (EF), LBI!, I!LF and ILB to satisfy the need of learning English as learning English in formal education does not hel much. 3.2 The implication of glo"al role of English for EIL policy and practice in Indonesia !lthough it seems difficult to ha/e dramatic change in EL) curriculum in Indonesia due to other more ressing riorities as ha/e been argued by >ur ($%%?), there are many other ways to include EIL olicy and ractice in Indonesia such as through English courses, ri/ate schools whose curriculum is se arate from the go/ernment curriculum, and e/en in uni/ersity le/el. <ere, I ha/e two e-am les of study in Indonesia conte-t in relation to global role of English at uni/ersity le/el. )he first study is done by #ir. atric. ($%%D) in his article called ()eaching English !cross Eulture*. )he second study is done by 2acharias ($%%&) in her thesis called (! +ur/ey of )ertiary )eachers 9eliefs about EL) in Indonesia with regard to the role of English as ;lobal Language*. The Fir!# S# $y% &irkpa#ri'k(In$)ne!ian ' *# re(+a!e$ En"*i!h pr),e'# 0ue to the international role of English language and the failure in EL) in Indonesia, there is an attem t from a uni/ersity in Indonesia to consider a ossible new a roach. <ence, as #ir. atric. ($%%D) re orts, a seminar entitled (+ ecific English for Indonesians* was held in 9andung $%%' which ro osed new a roach to teach English as a world language, articularly English as global Lingua Franca. Gne content of the ro osals addressed the issue of many /arieties of English that e-ist in todays world. In this case, there is a need to choose a culturally a ro riate local /ariety of English for Indonesians such as "alaysian instead of a nati/e s ea.er /ariety. )he other content im lied that the local and regional English teachers are the most a ro riate teachers as they s ea. the model to be taught and ha/e .nowledge of cultures to be taught. )he ro osal recei/ed /arious res onses among the seminar artici ants, most of whom were English teachers in local uni/ersities. +ome of them enthusiastically su orted this idea but some were unsure about this new aradigm shift. It is normal since Indonesia is not within what #achru ('786 cited in "c#ay $%%&) called Inner or Guter Eircle4 thus, there is no /ariety li.e +inglish in +inga ore that we romote or tolerate. Furthermore, according to #ir. atric ($%%D), although the res onse was mi-ed, there was sufficient attem t or initial enthusiasm of the idea to 1ustify a grant ro osal which funded by the !ustralia Indonesia Institute for the de/elo ment of English language materials based on !+E!> cultures that would be used by Indonesian uni/ersity students.

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

)his trial ro1ect of an !+E!> culture based te-tboo. for Indonesian uni/ersity students is one way of introducing the new aradigm shift toward EIL ractice. +ince English is now more commonly used for communication between nonC nati/e s ea.ers of English than between nati/e s ea.ers of English, this trial ro1ect could assist Indonesians to ut aside nati/eCs ea.erism and mo/e toward EIL aradigm. In addition, this !+E!> culture based te-tboo. is a .ind of im lementation of what Eortazzi and =in ('777 cited in "c#ay, $%%&) refer to source culture and international target culture materials. Hnfortunately, instead of !+E!> cultures, the Indonesian team leader of this ro1ect referred to choose Indonesian culture materials to be ut in the te-tboo. for the Indonesian uni/ersity students. Interestingly, the students e/aluations of the trial materials with Indonesian culture based te-tboo. were satisfying with /ery high ercentages saying that such materials su orted their study and the .ind of acti/ities were useful and suitable. The Se')n$ S# $y% -a'haria!( (A S r.ey )/ Ter#iary Tea'her0! 1e*ie/! a+) # ELT in In$)ne!ia 2i#h re"ar$ #) #he r)*e )/ En"*i!h a! G*)+a* Lan" a"e3 9y addressing this study is also another way to find out whether ra id globalization of English has im act on EIL olicy and ractice in Indonesia. In her study, she tried to in/estigate the international status of English in relation to the teaching of it by analyzing Indonesian teachers beliefs and the im act they had on real the classroom ractice. <er findings toward teachers beliefs show that English is seen as belongs to English s ea.ing countries so that a nati/e s ea.er teacher is the erfect model, articularly for teaching s ea.ing and ronunciation. !lso, most of her res ondents belie/e that materials are referable from English s ea.ing countries. It is not sur rising since the rimary reason for Indonesians learning English is assumed to be able to communicate with nati/e s ea.ers or can read te-ts written by nati/e s ea.ers (Lowenberg, '77'4 0ard1owid1o1o, $%%%4 #ir. atric., $%%D). !lso, it is because Indonesian Immigration !uthority only issues the teaching /isa to the national of English s ea.ing countries(!ndrews4 E- at ,eb +ite !ssociation =a.arta, $%%84 ;riffith)4 thus, many Indonesians ha/e such .ind of assum tion. <owe/er, most teachers also agree that being a nati/e English teacher does not mean being a good English teacher. In fact, there are many successful learners of English in Indonesia who had ne/er been taught by a nati/e English teacher (2acharias, $%%&). Furthermore, there has been a com le-ity in her findings es ecially when com aring teachers beliefs and their ractice in the classroom such as in the use of mother tongue in EL). "ost teachers felt that on the one hand, the use of L' has ad/antages for certain ur oses li.e in e- laining the abstract theory and also is fa/ored by most students4 on the other, the teachers should ma-imize the use of L$ (as suggested by "usthafa, $%%'). )he result then indicates that the teachers did ma.e some use of L' in class. For materials in EL), although the teachers had already ac.nowledged some roblems that sometimes occur in using such materials, it seems that the e-ternal factors such as the curriculum, a/ailability of materials and institutional demands influence their reference toward materials from English s ea.ing countries. "any res ondents seem to thin. that local source materials might be a ro riate for their students as the te-ts ro/ide familiar setting from students culture, but due to the 8

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

absence of such materials made the target culture seemed to be forced choice. In terms of teaching culture in EL) in e-tracurricular acti/ities, although many teachers felt that it should be based on culture of English s ea.ing countries, both teachers and students seemed ositi/e about combining and com aring target culture to their local culture instead of ha/ing from English s ea.ing countries ers ecti/e only. In addition to those two studies, the widely use of internet from all generations in Indonesia could also su ort EIL ractice in this country. For e-am le, there are growing numbers of blog for Indonesians that use English.(J!im for English. =a.artaKs ioneering new language school @ 9ela1ar 9ahasa Inggris,J $%%84 Indonesia "atters, $%%84 "aylaffayza, $%%8) <ere, the introduction to EIL aradigm through internet could also be used in English courses or in e-tracurricular acti/ities at schools. . Impact of ne+ trend in EIL on attitude to+ard and perception of English in Indonesia 9ased on #ir. atric. ro1ect and 2acharias study, it a ears that the choice of local cultures and concerns may ha/e reflected the need of Indonesians to tal. about these, gi/en the e-traordinary social, olitical, and cultural changes that Indonesians were e- eriencing at the time. !lso, this need can be seen from the release of recent schoolCbased curriculum in $%%:. )his em hasis on Indonesian cultures also su ort >ur argument ($%%?, .'86) when she said (there is always sense of a rehension that the wides read use of English will se/erely im ede the de/elo ment of A9ahasa Indonesia and ush aside local cultures*. "c#ay ($%%&) also sees that today in a country where English as an additional language, there is a growing im ortance of including the local cultures. "oreo/er, from 2acharias study, it seems clear that nati/eCs ea.erism still e-ists in EL) in Indonesia, and in her case, it e-isted in the teachers belief. <owe/er, in their teaching ractice, it a ears that most teachers ha/e already started to mo/e from nati/e s ea.er aradigm (although it is not much) such as in the issue of culture in EL), materials for reading that is referred from local source materials and the use of mother tongue. "any res ondents also im ly unconsciously that nati/e s ea.er teachers ha/e wea.ness such as in teaching grammar4 therefore, they refer nati/e s ea.er teachers to teach only s ea.ing and ronunciation. )hus, I agree with "atsudas suggestion ($%%&) about teacher education of ,orld Englishes. In this case, if those .inds of teachers (in 2acharias study) are gi/en training to be introduced to the issue about EIL by ta.ing a ,orld Englishes course or an English sociolinguistics course that the sco e is not limited to English s ea.ing countries, they are more li.ely to be o en minded and are aware of the realities of the s read of English as an international language. !lso, it seems a arent that without this, it is difficult for teachers to ha/e total aradigm shift. In addition, 0ard1owid1o1o ($%%%) states that in the ast, eo le referred 9ritish English to !merican English. <owe/er, olitical and economic domination seem to ha/e changed this attitude. <e also asserts that Indonesian go/ernment actually has no s ecial olicy on the /ariety to be taught. )he only guideline used is that it must be consistent. Furthermore, with the current em hasis on fluency rather that accuracy, Indonesians ha/e begun to acce t nonCnati/e /ariety of English ( 0ard1owid1o1o, $%%%). )hus, actually, the new trends of EIL ha/e a otential lace in 7

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

Indonesia as long as there is a way to raise eo le awareness about the role of EIL in global society such as teacher education toward EIL and the use of media ("atsuda, $%%&). #. Conclusion In conclusion, the general icture of formal EL) in Indonesia is indeed discouraging and has been characterized by failure. <owe/er, with a ra id globalization of English, as 0ard1owid1o1o ($%%%) states, Indonesians ha/e begun to acce t nonCnati/e /arieties of English. !lso, more eo le, although not much, ha/e already started to mo/e from nati/e s ea.erism such as by ha/ing the idea that local cultures are more a ro riate to form basis for te-tboo. content rather than target cultures. !lthough EIL olicy and ractice in Indonesia seems difficult to be a lied in formal education due to factors li.e curriculum, go/ernment control, and more ressing riorities, EIL could be tried to be introduced and im lemented through laces such as ri/ate schools, English courses, or uni/ersity where the curriculum does not de end on the go/ernment and also through the use of media such as internet in English courses or in e-tracurricular acti/ities at schools. )herefore, although it seems difficult and ta.es a long time, there is a chance for Indonesians to change their attitude toward English in the light of EIL as long as there is a continuous e- osure to EL) in Indonesia not only through formal education, a change in the go/ernment in issuing teaching /isa not to English s ea.ing countries only, and the use of media such as internet.

'%

Ernie D.A.Imperiani
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

$eference List

''