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All Journal English Focus: Journal of English Language Education New Language Dimensions
Rachmatika, Dian
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Education Languange, Linguistic, Communication & Media

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TO WHAT EXTENT DOES THE SYLLABUS ALLOW TEACHERS TO GO BEYOND METHODS? Rachmatika, Dian
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.829 KB) | DOI: 10.24905/efj.v2i2.56

Abstract

?What is the best method to teach a foreign language?? Such queries might once come up in the minds of language teachers worldwide. While the answer to that question, if any, seems to be problematic, researchers in the area of language teaching argue that ?no size fits all? (see Kumaravadivelu, 2006), implying that there is no method apt to all characteristics of language classrooms. It then triggers an issue on teachers? dissatisfaction with the existing methods and underlies the emergence of post-method ideology. With the parameter of particularity, practicality, and possibility as well as the ten macro strategies, post-method pedagogy offers a breakthrough in language teaching. Not only does it promote teachers? autonomy to go beyond methods, but it also mitigates marginalization, neoliberalism, and dichotomy between theorists and teaching practitioners. Despite its benefits, in such contexts as Indonesia, the English as a Foreign Language (EFL) teaching framework is not generated under the umbrella of post-method principles. There might be a possibility for teachers, nevertheless, to go beyond methods and deploy the post-method pedagogy in their teaching. Such possibility is featured in the syllabus and thus becomes the objective of this study to critically review the extents to which the Indonesian EFL syllabus allows teachers to apply the post-method principles. By reflecting to the parameter and the framework of post-method, it can be deduced that the syllabus offers flexibility to some extent while several aspects need to be taken into account.
To What Extent does the Syllabus Allow Teachers to Go beyond Methods? Rachmatika, Dian
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.56

Abstract

“What is the best method to teach a foreign language?” Such queries might once come up in the minds of language teachers worldwide. While the answer to that question, if any, seems to be problematic, researchers in the area of language teaching argue that “no size fits all” (see Kumaravadivelu, 2006), implying that there is no method apt to all characteristics of language classrooms. It then triggers an issue on teachers’ dissatisfaction with the existing methods and underlies the emergence of post-method ideology. With the parameter of particularity, practicality, and possibility as well as the ten macro strategies, post-method pedagogy offers a breakthrough in language teaching. Not only does it promote teachers’ autonomy to go beyond methods, but it also mitigates marginalization, neoliberalism, and dichotomy between theorists and teaching practitioners. Despite its benefits, in such contexts as Indonesia, the English as a Foreign Language (EFL) teaching framework is not generated under the umbrella of post-method principles. There might be a possibility for teachers, nevertheless, to go beyond methods and deploy the post-method pedagogy in their teaching. Such possibility is featured in the syllabus and thus becomes the objective of this study to critically review the extents to which the Indonesian EFL syllabus allows teachers to apply the post-method principles. By reflecting to the parameter and the framework of post-method, it can be deduced that the syllabus offers flexibility to some extent while several aspects need to be taken into account.
Interculturalism in Indonesian ELT Rachmatika, Dian; Izzah, Navisatul
New Language Dimensions Vol. 5 No. 2 (2024): New Language Dimensions, December 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n2.p115-122

Abstract

The integration of culture in language classrooms is crucial to enhance students’ translingual and transcultural competence. This is particularly relevant in English Language Teaching (ELT), where English serves as a global lingua franca among multicultural users. Effective communication requires both language proficiency and cultural literacy. In Indonesia, where English is taught and learned by individuals from diverse cultural backgrounds, the Ministry of Higher Education mandates the inclusion of cross-cultural subjects in teacher education. However, many English as a Foreign Language (EFL) teachers feel unprepared to integrate cultural elements due to a lack of training and models. This essay explores the challenges of cultural integration in Indonesian teacher education, reviews related literature and case studies, and proposes strategies to enhance cultural inclusion in language teaching.
To What Extent does the Syllabus Allow Teachers to Go beyond Methods? Rachmatika, Dian
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.56

Abstract

“What is the best method to teach a foreign language?” Such queries might once come up in the minds of language teachers worldwide. While the answer to that question, if any, seems to be problematic, researchers in the area of language teaching argue that “no size fits all” (see Kumaravadivelu, 2006), implying that there is no method apt to all characteristics of language classrooms. It then triggers an issue on teachers’ dissatisfaction with the existing methods and underlies the emergence of post-method ideology. With the parameter of particularity, practicality, and possibility as well as the ten macro strategies, post-method pedagogy offers a breakthrough in language teaching. Not only does it promote teachers’ autonomy to go beyond methods, but it also mitigates marginalization, neoliberalism, and dichotomy between theorists and teaching practitioners. Despite its benefits, in such contexts as Indonesia, the English as a Foreign Language (EFL) teaching framework is not generated under the umbrella of post-method principles. There might be a possibility for teachers, nevertheless, to go beyond methods and deploy the post-method pedagogy in their teaching. Such possibility is featured in the syllabus and thus becomes the objective of this study to critically review the extents to which the Indonesian EFL syllabus allows teachers to apply the post-method principles. By reflecting to the parameter and the framework of post-method, it can be deduced that the syllabus offers flexibility to some extent while several aspects need to be taken into account.
Co-Authors Izzah, Navisatul