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All Journal Humaniora Litera
Henry Wijaya
Guangdong University of Foreign Studies
Humanities Languange, Linguistic, Communication & Media

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Redefining the Success of Education: Where Indonesia Has Excelled and Where It Has Not Henry Wijaya
Humaniora Vol 31, No 2 (2019)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (779.555 KB) | DOI: 10.22146/jh.36532

Abstract

How do we define the state of Indonesia’s national education? On one hand, Indonesian students have always performed lamentably in international standardized tests. In the latest 2015 PISA test, their performance in Science, Mathematics, and Reading was among the lowest, with the average ranking of 62 out of the 70 participating countries (OECD, 2016). On the other hand, Indonesia’s enrollment rates for primary education have always been higher than 97% for the past decade (Statistics Indonesia, 2018), with the Gross Enrollment Ratio even reaching 103.45% in 2016 (World Bank, 2016). With such polarizing results, it is not easy to give a clear-cut answer to above question. However, in retrospect, should the success of Indonesia’s education be measured merely by numbers, in isolation from how it could socioculturally and politically impacted its citizens? Multiple societal tensions, as well as the looming 2019 election, should actually inform us how education should and could play a larger role in countering currently growing conservatism. This paper will first lay out multiple facets of Indonesia’s national education—examining whether one area has fared better than the others—before making a case for the other role that Indonesia’s education policy has not yet pondered, let alone incorporated. Ultimately, this paper expects to contribute to the wider discussion of the overarching question: how the success of national education should be (re-)defined.
THE PERILS OF JARGONS: HOW ILLUSION OF KNOWLEDGE OBSCURES TRUE TEACHER COMPETENCE Henry Wijaya
LITERA Vol 18, No 2: LITERA JULI 2019
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v18i2.20777

Abstract

Teacher competence is a crucial factor to the success of BIPA teaching and learning. In terms of pedagogy, a competent BIPA teacher naturally is not only proficient at theories, but also adept at materializing them into classroom instructions, to help students learn effectively. Nonetheless, trapped inside knowledge illusion of one’s own competence, a teacher might believe having grasped the latest development in language teaching, while in fact, although capable of reciting jargons smoothly, that teacher still teaches traditionally. This paper (re-)visits trends in modern language teaching, reflecting on which we have genuinely understood and fully implemented, and which still require our study. Ultimately, this paper expects to contribute to the larger discussion of how BIPA teacher competence should be defined and could be improved.           Keywords: teacher competence, language pedagogy, classroom practice, jargons, reflection
Evaluating the compatibility between Indonesian language teachers’ competence, their needs, and in-service training’s effectiveness Henry Wijaya; Veronica Christamia Juniarmi; Christa A. Y. Tehusalawany
LITERA Vol 21, No 2: LITERA (JULY 2022)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v21i2.40181

Abstract

BIPA’s growth is observable from APPBIPA’s expansion, teachers dispatch to various countries, and the soaring number of host institutions. The growth, which leads to the escalating number of teachers, needs to be met with elevated competence, whereas the mushrooming in-service training requires critical evaluation to ensure impactful results. This research examines the compatibility between teacher’s standard of competence, what they need to attain it, and the effectiveness of training programs in bridging those two. While generally satisfied with the training topics, methods, content, and trainer, the participants still deemed those aspects to be not fully compatible with their needs, nor to be fully effective in achieving the competence standard. Considering its importance, in-service BIPA teacher training not just exist but lack of/without meaningful impacts. Finally, the writers expect the results of this study to inform more effective BIPA training programs in the future.Keywords: competence, teachers training, in-service, evaluation, effectiveness
Co-Authors Christa A. Y. Tehusalawany Veronica Christamia Juniarmi