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All Journal Edulitics (Education, Literature, and Linguistics) Journal ACITYA Journal of Teaching & Education Edulitics (Education, Literature, and Linguistics) Journal
Simon Petrus Kita Ngatu
STKIP Nusa Bunga Floresta Nagekeo
Humanities Education Languange, Linguistic, Communication & Media Other

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THE ROLE OF ENGLISH AS LINGUA FRANCA–INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY: FROM CLASSROOM TO PRACTICE Simon Petrus Kita Ngatu
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 2 (2018): December, 2018
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.572 KB)

Abstract

The practice of teaching English as a global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pay much attention to students’ understanding about their local culture, but the whole process of English language teaching (ELT) itself denotes that students do not really apply their local culture in English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts by describing the important issues dealing with the topic, relating this study to previous studies to see the weaknesses and the strength, building an argument, and drawing conclusion and recommendation. The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing.
Integrating Peer – Teacher Corrective Feedback in Writing Instruction in a Private Teachers College in Nagekeo – East Nusa Tenggara Simon Petrus Kita Ngatu
Acitya: Journal of Teaching and Education Vol 2 No 1 (2020): ACITYA JOURNAL OF TEACHING & EDUCATION
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.988 KB) | DOI: 10.30650/ajte.v2i1.533

Abstract

This article aims at describing the process of applying the model of integrating peer-teacher corrective feedback in order to improve writing instruction in one of private teachers colleges in Nagekeo – East Nusa Tenggara. The research was designed by employing a Classroom Action Research (CAR) which was conducted within two cycles. The process of the research embraced a preliminary reflection, planning, actions, observations, and reflections. The research was conducted in one of the private teachers college in Nagekeo – East Nusa Tenggara and the participants of the study were the second semester students of English Study Program. They consisted of six students. The data were collected through a preliminary observation, interviews, writing tests, and field notes. The research was guided by several prominent studies under the issues of corrective feedback. Based on the data obtained, this study has identified that the implementation of peer – teacher corrective feedback improved the writing instruction in one of the private teachers college in Nagekeo – East Nusa Tenggara.
THE ROLE OF ENGLISH AS LINGUA FRANCA–INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY: FROM CLASSROOM TO PRACTICE Simon Petrus Kita Ngatu
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 2 (2018): December, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.572 KB) | DOI: 10.52166/edulitics.v3i2.913

Abstract

The practice of teaching English as a global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pay much attention to students’ understanding about their local culture, but the whole process of English language teaching (ELT) itself denotes that students do not really apply their local culture in English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts by describing the important issues dealing with the topic, relating this study to previous studies to see the weaknesses and the strength, building an argument, and drawing conclusion and recommendation. The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing.
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