Background Information of the Interviewee An interview has been done by the writer towards a forty-seven-year-old-man English teacher, Mochtar Rosyidi. He has taught English for almost ten years in SMP PGRI 2 Panggul. His education background exhibits that: Elementary School : SDN 1 Manggis, Panggul, Kab. Trenggalek 1972-1978 Junior High School : SMP PGRI 2 Panggul, Kab. Trenggalek 1981-1984 Senior High School : SMA Maarif Trenggalek 1984-1987 College : Jurusan Pend. Tata Niaga STKIP PGRI Jakarta 1990-1994. From the interview, it has been revealed that for him education is a struggle of life. He is born in 1964. However, he went through Elementary School after age of eight. This, based on his story, was caused by the familys economic condition. The same reason also acted as a barrier of his Junior High School education: he continued to Junior High School after three years of termination. Graduated from Junior High School, he studied at Senior High School in Trenggalek. For his Senior High School education, he had to work in his leisure time for the school fee. After the graduation, he followed his older brother to Karawang to earn some money. Around four years at work, he enrolled for Pendidikan Tata Niaga at STKIP PGRI Jakarta. Teaching English, as can be seen, is not in line with his education in college. He is learning English autonomously after graduated from university while working in a company in Karawang. Around nine years being a common worker at the same company, he tried to look another chances of job. He came back to Trenggalek and tried to apply as an English teacher in SMP PGRI 2 Panggul in which he had ever studied there. He was accepted there, and teaches English until now. Based on his story, the first time he taught English made him nervous. This was caused by his feeling of his narrow knowledge of English. However, after doing teaching English for many years, he believes that he learns English by teaching it. 2
Related to his experience of teaching, besides teaching English at SMP PGRI 2 Panggul, he also established a non-formal institution for students wishing to learn English. He established the institution since 2007. The Interviewees Believe of English Language Teaching Related to English teaching, he believes that a successful learning of English can be done through thinking and doing seriously (Personal communication, Rosyidi, December 13, 2012). In relation to this, he stated that his believe is in line with his struggle in learning English autonomously. He thought of English seriously: he looked for the input of learning then comprehended it by himself. He did of English seriously: after comprehending the input, he acted it in daily life. The Interviewees Method of Teaching English In teaching his students, he applies his believe on language teaching learning English by thinking and doing seriously. He gives his students materials, for example on greeting conversation, the students are arranged to practice it in a group. He stresses on the need of communicative proficiency that might be resulted from this kind of activity. In addition, he also argues that giving a topic for students activities is salient. This is in line with Urs (1991) experiment, although minority, it is significant to note that students also prefer topic-based discussion for its more-interesting activity. Sometimes, based on him, the students are also given materials on grammar which they have to use in a conversation with their friends. He stated that in teaching EFL learners having limited background knowledge of English, the role of L1 (in this case is Indonesian) is crucial. He pointed out that translating a text, for instance, is necessarily done for enhancing the students knowledge both on vocabularies and grammar aspect. Based on his way of teaching English, a conclusion can be drawn that he is using mixing method: communicative approach and grammar translation method. Communicative approach is an approach emphasizes on the need to teach communicative competence as opposed to linguistics competence: function is emphasized more than form or structure (Dogget, 2003). Moreover, Cook (2003) argues that language-learning success is to be assessed neither in terms of accurate grammar and pronunciation for their own shake, nor in terms of explicit knowledge of the rules, but by the ability to do things with the language, appropriately, fluently, and 3
effectively. The implementation of Communicative approach can be seen from the activities when it comes to the students are managed to have a conversation or activities related to the topic given. In other hand, seeing his believe on the important of first language role and translating activities in teaching English, it can be concluded that he is also using Grammar Translation Method. Actually, Grammar Translated Method (GTM) or known as Classical Method (Brown, 2001) or Prussian Method (Richards and Rodgers, 1986) is the most traditional kind of method in language teaching (Cook, 2003). This method focuses on developing students appreciation of the target languages literature as well as teaching the language (Dogget, 2003). Moreover, Brown (2001) argues that Grammar Translation Method focuses on grammatical rules, memorization of vocabulary and of various declensions and conjugations, translations of texts doing written exercises. There is no best method (Dogget, 2003). I personally agree with the statement. Seeing the fact from my interview result, the method used in English language teaching by the interviewee is the mixing method: the GTM and Communicative Approach are used partly. This is because the methods are not established from classroom experience and experimentation, but are artificially transplanted into the classroom and as such, far removed from classroom reality (Nunan, 1991; Pennycook, 1989; Richards, 1989, cited in Kumaravadivelu, 1994). In relation to the role of local linguistics (particularity) in English Language Teaching, he argues that it is crucial to have local linguistics and issues involved, in order English is easily comprehended by the students. Moreover, local linguistics and issues can be used not only for English being easily comprehended but also for familiarizing the issues and linguistics happening around the students. In line with this, Kumaravadivelu (2008) with his posmethod pedagogy introduces a kind of method in English Language Teaching which has three parameters in it: particularity, practicality and possibility. The parameter of particularity means that any postmethod pedagogy must be sensitive to any particular situation. Only by applying that particularity, a context-sensitive language teaching and learning can emerge. The second parameter is practicality. This parameter focuses on teachers reflection and action. Hence, by applying this parameter, teachers are encouraged to theorize from their practice and 4
practice what they theorized. The last parameter is possibility. This parameter focuses on language identity and learners identity (ibid, 2008). Neuro Linguistic Programming is a training philosophy and set of training techniques as an alternative form of therapy (Grindler & Bandler, 1970s, cited in Wahyudi, 2012). Moreover, Revell and Norman (1997) points out that there are thirteen positive presuppositions that NLP has: mind and body are interconnected, the map is not the territory, there is no failure only feedback, knowing what you wants help you get it, the resources we need are within us, communication is verbal and non-verbal, the non-conscious mind is benevolent, communication is conscious and unconscious, all behavior has positive intension, the meaning of my communication is the response I get, modeling excellence behavior leads to excellence, and in any system, the element with the greatest flexibility will have the most influence on that system. In line with this, the interviewee states that positive thinking taught to his students has a big role in successful English learning and teaching (p. 15). In addition, he exemplifies if the students are given a presupposition there is no failure, only feedback, the students are eager to always trying and practicing English without fearing of being wrong. This is caused by a comprehension of them that they do not make a mistake, so they are not afraid to learn. Moreover, Wahyudi (2012) argues that applying NLP in classroom can help the teacher become an effective teacher in teaching English. In the case of facing a student lacking intelligence of linguistics, the interviewee argues that soft-subjected action is needed. Moreover, intense care from the teacher and his friends is important. It is necessary to do so in order the student does not feel being swept away and fear to learn English. Ignoring or avoiding student lacking intelligence of linguistics is not fair. This is because human intelligence has multiple dimensions that must be acknowledged and developed in education (Howard Gardner, 1993, Harvard Graduate School of Education, cited in Wahyudi, 2012). There are eight possible intelligences that a person may have: Linguistics, Logical/Mathematical, Spatial, Musical, Bodily/kinesthetic, interpersonal, intrapersonal, and naturalist. Thus, it can be assumed that if the student is lacking linguistic intelligence, it does not mean that he is a fool, but it may he has other possible intelligences (ibid, 2012). This 5
Multiple Intelligences Model is cultural free. It means that not only western fellows, for instance, have this eight-possible intelligences, but all of races, all of cultures have it. There are several problems he encounters in English Language Teaching. In rural area, it may be common that English is considered as a complex and sophisticated language that it needs more energy and thought that must be spent in learning it. This view is fossilized in the students minds, the interviewee said. The low consideration of the importance of learning English of the students is another problem he encounters in teaching English. Those problems make the students to be interested in English even more difficult. For the interviewee teaching English is under a mission: making the students master English for facing the globalization era. This mission is a reflection of his experience in the past: learning English is necessary for better job. Seeing the fact that nowadays, a person having high English proficiency is highly demanded in working world than a person who does not. Conclusion There is no best method in English Language Teaching (Dogget, 2003). One reason for this is, each method is established under a particular condition and context (Personal Communication, Wahyudi, November 24, 2012). Moreover, the methods are not established from classroom experience and experimentation, but are artificially transplanted into the classroom and as such, far removed from classroom reality (Nunan, 1991; Pennycook, 1989; Richards, 1989, cited in Kumaravadivelu, 1994). Therefore, considering particular context or situation in English Language Teaching is crucial. In addition, considering the particularity is not all about: the three parameters of postmethod pedagogy (Kumaravadivelu, 2008) are better also to be applied. However, for me personally, whatever the method used, the comprehension of the students of English can be used for the parameter of the successful English Language Teaching. Considering Multiple Intelligence Concept and applying Neuro Linguistics Programming in English Language Teaching are also salient. There are eight possible intelligences that one may have: There are eight possible intelligences that a person may have: Linguistics, Logical/Mathematical, Spatial, Musical, Bodily/kinesthetic, interpersonal, intrapersonal, and naturalist (Gardner, 1993, cited in Wahyudi, 2012). 6
Considering all of the eight intelligences will positively help in ELT. NLP is also necessarily implemented in ELT. Applying NLP in classroom can help the teacher become an effective teacher in teaching English (Wahyudi, 2012).
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References Brown, H.D. (2001). Teaching by Principles: an Interactive approach to language pedagogy, 2 nd edition. New York: Pearson Education. Cook, G. (2003). Applied Linguistics. Oxford: Oxford University Press. Doggett, Gina. (2003). Eight Approaches to Language Teaching. Center for Applied Linguistics. Washington DC. Kumaravadivelu, B. (1994). The Postmethod Condition (E)merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly Vol. 28, No. 1 (1994) pp. 27-48. Kumaravadivelu, B. (2008). Understanding Language Teaching. New Jersey: Lawrence Erlbaum Associates, Inc. Revell, J. & Norman, S. (1997). In Your Hands. Retrieved from http://en.bookfi.org. Richards, J. & Rodgers, T. (1986). Approaches and Methods in Language Teaching. Retrieved from http://en.bookfi.org. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP. Wahyudi, R. (2012). Applied linguistics and English Language Teaching (Lecture PowerPoint Slides used in Introduction to Applied Linguistics: Maulana Malik Ibrahim State Islamic University, Malang).
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Appendix The interview questionnaire 1. Could you mention your education and teaching background from elementary school until college? 2. How was your first-time-teaching-English experience? 3. What is your motto in teaching English, and could you explain to me what the meaning of it is? 4. What approach do you use in teaching English? 5. What do you think of the role of NLP in ELT practice? 6. What do you think of local linguistics role in ELT? 7. How do you face a student lacking linguistic intelligence in your English class? 8. What difficulties do you encounter in teaching English? 9. What mission do you believe in teaching English?