Elementary English education in Indonesia: Policy developments, current practices, and future prospects

Zein, Mochamad Subhan

doi:10.1017/s0266078416000407

Cited by 86 publications

(128 citation statements)

References 6 publications

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“…The purpose of this course is to prepare the pre-service teachers to be able to develop fun, careful, and meaningful material; design interesting media; plan and implement teaching activities as well. The pre-service teachers should not use traditional approach, in which they read aloud a book, repeated by the students or write on board and copied by the students [10].…”

Section: Literature Reviewmentioning

confidence: 99%

Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice

Adnyani¹

2017

Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

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Abstract-Simulated teaching practice was integrated intoMaterial and Media Development course under Teaching English for Young Learner program in a university of education in Indonesia. This study described 26 pre-service young learner English teachers' reflection from simulated teaching practice videos, peers and lecturer's comment, peers' response cards, and self-reflections. The findings of the study are as follows. First, the participants had never before experienced simulated teaching practice for young learner. Second, they used reflection tools, such as videos, peers and teacher' comments, and observation of peers' presentations, to help them develop their awareness of the skills they employed, the competencies they need to improve, their strengths and weaknesses, as well as the difficulties they found and the decision to solve the problems. The reflection of these less-experienced pre-service teachers through simulated teaching practice promotes their professional growth.

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Section: Literature Reviewmentioning

confidence: 99%

Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice

Adnyani¹

2017

Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

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“…Following the global mainstream, Indonesian EYL practice dated back in the 1980s in which a study reporting parents' strong belief on the needs of children to study English and the unsatisfactory results of the secondary schoolers' English proficiency (Lestari, 2003) led to thoughts to bring English to primary schools. English was introduced to primary school curriculum through Presidential Decree Number 28 Year 1990, (Kirkpatrick & Liddicoat, 2017) which later elevated to become local content subject by the issuing of the Decree of Ministry of Education and Culture Number 060 Year 1993, (Alwasilah, 2013;Hawanti, 2014;Iskandar, 2015;Zein, 2017). The policy implied that schools might choose to teach English to grades 4, 5, and 6 or chose to teach other subjects such as arts, dance, music, or sports more suited to their socio-economic and geographical situation and needs in which the schools are located.…”

Section: Introductionmentioning

confidence: 99%

“…A study by Zein (2017) (Kemdikbud, 2016). The gaps for English teachers' insufficiency are met by the generalists who are mostly homeroom teachers.…”

Section: Introductionmentioning

confidence: 99%

The Profile of Primary English Teachers in Indonesia

Diyanti

Nurhayati

Supriyanti

2020

Lit

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After the implementation of the 2013 national curriculum which excludes English from Primary schools, many primary schools in Indonesia keep offering English to the students despite the uncertainty of the status of Primary English. However, it is barely unknown the state of the practice of English currently in primary schools. This study is an attempt to portray the teachers that strive to teach English in Primary Schools in one of the Regencies still implementing English in Primary Schools in Indonesia. This survey involved 44 randomly selected Primary English teachers (PETs) in the regency. The instrument used was a set of online (googleform) and offline questionnaires. The result shows that the majority of the teachers have English teaching qualification, however only very few ever attended pre-service or in-service training for teachers of young learners. The teachers also deal with employment uncertainty as primary English has no basic government policy. The findings bring about the issue of gaps opportunities for professional developments of PETs and inequality in professional supports for PETs. Keywords: English for young learners (EYL), Primary English, Primary English Teachers (PETs)

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“…Education is the key to the progress of a nation or nation. According to (Zein, 2017) said that Indonesia is ranked second after China in terms of the number of students learning English as a foreign language with numbers currently reaching more than 26 million. This is because education also influences the way of thinking so that in the end it becomes a component to build a nation's civilization.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Arias Learning Model Assisted Audiovisual Media Improving Learning Outcomes

Molla

Sucipto

2019

IJLI

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ARIAS learning model instills confidence, relevance, interest, attention, and evaluation to find out success and pride in the results of achievement. With the help of audiovisual media, it will further enhance students' interest, attention, and activeness. Research Objectives 1) finding out differences in learning outcomes of significant ARIAS learning model with audiovisual media and conventional learning models. 2) Determining effectiveness of using ARIAS Learning Model assisted by audiovisual assisted audiovisual media in improving learning outcomes with conventional learning models. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. The population is all the third-semester students majoring in economics. Sample by means of non probability sampling with a purposive sampling technique, Data analysis techniques use independent test t-test and paired test. Results of independent test t test obtained t count = 3.375 with sig (2tailed) = 0.001 <0.05 which means a significant difference in learning outcomes between ARIAS learning model with conventional learning models. Paired test results obtained a value of t count of -20,378 with the sig. (2-tailed) = 0.00 <0.05 which means an increase in learning outcomes between ARIAS learning models with conventional models. The results obtain of average pre-test is 56.07 and post-test is 79.97. Furthermore, the conclusion is Arias assisted audiovisual learning model effectively improved learning outcomes of English subjects.

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Elementary English education in Indonesia: Policy developments, current practices, and future prospects

Cited by 86 publications

References 6 publications

Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice

Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice

The Profile of Primary English Teachers in Indonesia

The Effectiveness of Arias Learning Model Assisted Audiovisual Media Improving Learning Outcomes

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