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All Journal Indonesian Journal of Applied Linguistics (IJAL) Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Arete TEFLIN Journal: A publication on the teaching and learning of English JCES (Journal of Character Education Society) Studia Philosophica et Theologica Journal Research of Social Science, Economics, and Management
Anita Lie
Universitas Katolik Widya Mandala
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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EDUCATION POLICY AND EFL CURRICULUM IN INDONESIA: BETWEEN THE COMMITMENT TO COMPETENCE AND THE QUEST FOR HIGHER TEST SCORES Anita Lie
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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Abstract

Education policies and curricula provide the context and specific expectations that drive student learning and achievement towards a sustainable future. The underlying policies and practices in the EFL classrooms do not always match consistently. There is an emerging need to counterbalance the power of policymakers in ensuring that balanced, pedagogically sound education policies and EFL curriculum are produced, carried out, and monitored. As one of civil society organizations, TEFLIN is well positioned to serve that mission. TEFLIN may take the initiative to engage in the EFL curriculum review project, EFL curriculum design, and reform in EFL teacher education and certification.
SOCIAL MEDIA IN A CONTENT COURSE FOR THE DIGITAL NATIVES Anita Lie
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

Digital technologies and the Internet have revolutionized the way people gather information and acquire new knowledge. With a click of a buttonor a touch on the screen, any person who is wired to the internet can access a wealth of information, ranging from books, poems, articles, graphics, animations and so much more. It is imperative that educational systems and classroom practices must change to serve our 21st century students better. This study examines the use of Edmodo as a social media to teach a course in Pedagogy to a class of digital natives. The media is used as an out-of-class communication forum to post/submit assignments and resources, discuss relevant issues, exchange information, and handle housekeeping purposes. A survey of students’ responses and discussions on their participatory process leads to insights on how the social media helps achieve the required competences.
Linguistic and cultural identity of Indonesian Americans in The United States Lie, Anita; Wijaya, Juliana; Kuntjara, Esther
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11468

Abstract

This article examines the second-generation immigrants in California and focuses on their language use and cultural identity as Indonesian-Americans. This study investigated to what extent home language use and community involvement influenced mastery of Indonesian heritage language and what factors affected the forming of cultural identity. Data were drawn from self-assessed Indonesian Oral Proficiency Questionnaire and in-depth interviews of sixteen Indonesian-Americans aged fifteen to early twenties.  Their parents were also interviewed as triangulation.  Results show that parents’ insistence in using Indonesian as home language and the youths’ investment in support community have enhanced the mastery of Indonesian heritage language.  Furthermore, exposure to the language and culture, investment, and community factors have affected the transformation of cultural identity.
Home, school, and community factors on Indonesian secondary students’ self-identity changes Harjanto, Ignatius; Lie, Anita; Wijaya, Juliana
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20232

Abstract

This study examines the effects of home, school, and community factors on Indonesian secondary students’ self-identity changes in relation to their use of English. The subjects of this research were 1707 Indonesian high school students from four big cities in Indonesia. The instrument was a questionnaire on the influence of English exposure at home, school, and community and six categories of self-identity changes: self-confidence, subtractive, additive, productive, split, and zero changes. The analysis showed that there were three noticeable findings, they were (1) the issue of self-identity change on Indonesian students was not evident, (2) the greatest influence on the six self-identity indicators came from community factors altogether although slightly, and (3) the biggest influence of all was home factors on the subjects’ self-confidence. A conclusion is then made with a recommendation.
English Proficiency of Secondary School Teachers in Indonesia Lie, Anita; Tamah, Siti Mina; Trianawaty, Trianawaty; Triwidayati, Katarina Retno; Jemadi, Fransiskus
Beyond Words Vol 7, No 2 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i2.1950

Abstract

Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves are still not prepared to use English as a means of communication; improving their English proficiency has thus become a matter of concern. As the first phase of a larger-scale study, this present study focuses on teachers’ English proficiency. Data for this study were collected from 149 secondary school teachers of English from five regions (Palembang, Yogyakarta-Sleman, Surabaya, Ruteng, and Maluku). They were asked to self-assess their English proficiencies based on the ACTFL (American Council on the Teaching of Foreign Languages) guidelines as well as to do an English Proficiency assessment. Fifty-two of these participants were teachers who were completing an in-service professional education program in Surabaya. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The English Proficiency assessment includes syllabus-oriented items, General English items, and an essay. The study also conducted in-depth interviews of selected teachers. This study found that there is a gap between the teachers’ perception of their communicative abilities in English and their actual English proficiency.
Challenges and Resources in CPD for In-Service Teachers: Establishing Communities of Inquiry Pramastiwi, Priska; Lie, Anita; Widiati, Santi; Lie, Trianawaty
Beyond Words Vol 6, No 2 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v6i2.1705

Abstract

As teachers are reflective pedagogical thinkers, in-service continuing professional development (CPD) is imperative. Previous studies reveal that insufficient school support and teacher’s incapacity to reflect on their practices recurrently hamper CPD. However, biographical inquiries, encompassing critical events, in-service challenges, and resources employed in CPD, are scant. This study investigated (a) incidents embodying pivotal moments in career choice, (b) ensuing professional challenges, and (c) the resources for CPD at teachers’ disposal. We conducted an in-depth analysis of fifteen Indonesian teachers at novice, mid-career, and senior professional stages. Data from reflective essays and semi-structured interviews disclosed that motivation to teach stems from past experiences indicating intrinsic satisfaction, the influence of significant others, pragmatic concerns, and idealism. Resulting from perennial challenges, including classroom management, lesson planning, and task design, teachers appeared to have benefited most from pre-service teacher training, specifically within the purview of ICT (Information and Communications Technology). A notable finding is that teachers independently sought websites and social media to form professional learning communities, one of which was instigated through the IMOOC (Indonesian Massive Open Online Course). Due to the pervasiveness of technology, this study concludes with recommendations for a conflated model of ICT in CPD to establish communities of inquiry.
Higher Order Thinking Questions in Teaching Reading in a Private Primary School Mintre, Rosalinda; Lie, Anita
Beyond Words Vol 8, No 1 (2020): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i1.2092

Abstract

In order to meet up the needs of acquiring the 21st century skills, students need to be equipped with critical thinking skills. In English language learning, one way to foster students’ critical thinking is through Higher Order Thinking (HOT) questions in reading. This study unveils the implementation of HOT questions in Grade 5 reading classes in a private primary school in Surabaya. The study in particular was aimed to find out (1) the structure of the teacher’s questions, (2) the types of the teacher’s questions, and (3) the students’ responses. This study used the New Bloom’s taxonomy as the underlying instrument for classifying the types of questions and the students’ responses. Four class observations, four teacher’s interviews and two students’ focus group discussions were conducted in this study. The recorded data were transcribed and analyzed to get the results. The results of the data analysis indicate that 65.15% of the total of 66 questions used by the teacher in the classroom were HOT questions. Among all types of HOT questions, the New Bloom’s analyze questions were used the most with 37.88% of the total questions. HOT questions were mostly addressed during the whilst-instructional activities. Interestingly, the HOT questions were answered in different forms: oral answers, dramatizations and presentations. Related to this finding, the teacher was quite satisfied with the students’ responses since they reached the same thinking level, although sometimes it is necessary for the teacher to simplify his questions in order to get students’ responses.
HOTS QUESTIONING ABILITY AND HOTS PERCEPTION OF LANGUAGE TEACHERS IN INDONESIA Gozali, Imelda; Lie, Anita; Tamah, Siti Mina; Jemadi, Fransiskus
Indonesian Journal of Applied Linguistics Vol 11, No 1 (2021): Vol. 11, No. 1, May 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i1.34583

Abstract

This study is part of a larger-scale research aimed at mapping the pedagogical competence of teachers of English and Indonesian Language across three cities of differing demographic features in Indonesia. As a subset of the study, this paper focused on investigating the ability to formulate higher-order thinking (HOT) questions in the classroom among the teachers, as well as getting their perception about applying HOTS in their classes. The mapping was done by comparing the abilities across teachers’ regions, years of service, and subjects taught (English and Indonesian Language). This research was designed as a case study involving quantitative and qualitative data analyses, with 15 (fifteen) secondary school teachers as the participants.  Data were collected through classroom observations, document (lesson plan) analyses, as well as teachers’ interviews. Quantitative analysis was performed on the teachers’ scores in formulating HOTS questions, while teaching documents and transcripts were coded for qualitative analysis. Although the statistical results revealed no significant difference between the HOTS questioning scores of the teachers in the different regions and years of service, qualitative data suggested that language medium, as shown by the difference between English and Indonesian Language teachers, might be an important factor affecting the abilities of teachers to ask HOT questions, as well as their perception of the applicability of HOTS in their classes. The inquiry into the teachers’ perceptions of HOTS also displayed a gap between teachers in the bigger city and those in more remote regions, as well as between the novices and the practitioners.
SISTEM PENDIDlKAN NASIONAL DALAM TANTANGAN Anita Lie
Arete Vol 2, No 1 (2013)
Publisher : UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA

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Abstract

Two items appear at the horizon when looking atthe highly productive population of this country: hope and challenge. On the one hand, a high percentage of young people inspires hope of productivity, creativity and innovation. On the other hand, we see the challenges of reducing unemployment and developing the quality of our human resource. Fulfilling the needfor quality basic education and health services of the people is required to be able to face this challenge. There are three basic problems with respect to systems and policies of national education in Indonesia: (1) there is a tug-of-war between centralization and decentralization as regards systems and policies; (2) there is a need to provide quality education to everyone and for everyone; and (3) Clarity of goals: for whom is this education? And on whose side is national education on? Any choice of national policy for the educational system must orient educational practice at the national level while at the same time appreciating the value of local wisdom and taking into consideration the variety of backgrounds that the people may have. There needs to be good will among public education policy makers at the national and regional levels to the point of even inviting representatives from teachers at the local level to participate in the making of the curriculum, asking them to be involved in the management of the educational process, soliciting their help in the implementation of the plan at all levels, asking them to assist in the periodical assessments and following them up on it. These teachers should, in fact, be and actually are at the frontline of the effort to provide a national policy for the system of education and should be actively involved in its implementation. Any educational system should aim at the eradication of poverty from society and, at the same time, out of justice, to provide education to everyone andfor everyone. These principles really need to be followed considering the variety of the situations of people who are living in Indonesia.
PENDIDIKAN KETRAMPILAN HIDUP Telaah Filosofis atas Life Skill Curriculum Anita Lie
Studia Philosophica et Theologica Vol 2 No 1 (2002)
Publisher : Litbang STFT Widya Sasana Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35312/spet.v2i1.163

Abstract

What is life skill education? Why is its curriculum needed? How can life skill education be implemented into practical strategy of learning in our school? These are the fundamental questions that guide the developing thought of this article. To the extent of practical strategy that system of education should bring up students to be masters of their life, life skill education might be worth. Indonesia needs such a model of education. Yet, as one may guess easily, the mentality of Indonesian society is probably the huge challenge to cope when implementing this model. Life skill model of education needs a new perspective of “life”, not just that of “skill.” The article deals with philosophically some systems of life skill curriculum and its actual challenges. In order to transform such a model of education into an apt program in the context of Indonesia, we should be aware of the very close relationship between “being skillful” and “life context” in our system of education.
Co-Authors Esther Kuntjara Esti, Christina Fenika Wulani Fransiskus Jemadi Henry, Julius Ignatius Harjanto Imelda Gozali Juliana Wijaya Lanny Hartanti Lie, Trianawaty Mintre, Rosalinda Priska Pramastiwi Purwaningsih, Ayuana Siti Mina Tamah Tri Lestari Trianawaty, Trianawaty Triwidayati, Katarina Retno Widiati, Santi