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Revisiting the 2006 School Level Curriculum and the Genre-based Approach in the Context of EFL Curriculum Development in Indonesia Ahmad Budairi Budairi, Ahmad
Ahmad Dahlan Journal of English Studies Vol 2, No 3 (2015): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (22.303 KB)

AbstractThe genre-based approach has been known to characterize pedagogical practices during the implementation of the 2006 school-level curriculum.Â Despite its prevalent use and overwhelming support by school stakeholders,Â the efficacy of this approach was nonetheless questionable. This paper aims to revisit the 2006 School level curriculum, its plausibility and compatibality with individual contexts and its bearing on EFL practices. It also disusses the Genre-based approach in terms ofÂ itsÂ underlying paradigms, andÂ possible variables and contextual factors which might have impinged on its implementation. Some research findings on the adoption of the approach in Southeast Asia context are also presented to provide insights into how the Genre-based approach could be efficiently adopted. This essay concludes with some ideas for the amendment toÂ the 2006 school- level curriculum and how the genre-based approach might still be relevant in the context of teaching writing skills at tertiary education.

Understanding Key Concepts in Educational Research Through a Review of Two Research Articles Budairi, Ahmad
Ahmad Dahlan Journal of English Studies Vol 3, No 2 (2016): September
Publisher : Universitas Ahmad Dahlan

This paper is intended to help novice researchers understand key concepts in educational research, particularly in the field of language education. It uses as its samples two peer-reviewed research articles on early childhood literacy development, bilingual and multilingual issues and identity consitution. ItÂ first attempts to analyze how the key concepts in educational research were incorporated into the research process. Of particular importance, this paper critically looks at the extent to which those key concepts were logically linked so as to provide the research with strong coherence. The discussion also takes into account the issues of ethics, how this was sufficiently dealt with by the author and what possible factors might have come into play to degrade the validity of the research. This paper conludes with my views on the research design and process as a whole and my suggestions on some of the issues uncovered during the discussion.Â

Revisiting the 2006 School Level Curriculum and the Genre-based Approach in the Context of EFL Curriculum Development in Indonesia Budairi, Ahmad
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractThe genre-based approach has been known to characterize pedagogical practices during the implementation of the 2006 school-level curriculum.Â Despite its prevalent use and overwhelming support by school stakeholders,Â the efficacy of this approach was nonetheless questionable. This paper aims to revisit the 2006 School level curriculum, its plausibility and compatibality with individual contexts and its bearing on EFL practices. It also disusses the Genre-based approach in terms ofÂ itsÂ underlying paradigms, andÂ possible variables and contextual factors which might have impinged on its implementation. Some research findings on the adoption of the approach in Southeast Asia context are also presented to provide insights into how the Genre-based approach could be efficiently adopted. This essay concludes with some ideas for the amendment toÂ the 2006 school- level curriculum and how the genre-based approach might still be relevant in the context of teaching writing skills at tertiary education.

Traces of Linguistic Imperialism Enacted through Discursive Strategies in ELT Textbooks in Indonesia Budairi, Ahmad
English Language Teaching Educational Journal Vol 1, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i2.581

Although in many educational contexts textbooks serve as the backbone of teaching, providing practical guides for teachers as well as useful references for learning progress, they could also serve as a site of struggle for many competing discourses. ELT textbooks bear particular relevance here, as they place English at the center of prominence while serving as a medium for knowledge transmission. This paper reports on part of the findings of a case study examining the exercise of dominant discourses in two ELT textbooks for high school in Indonesia. The analysis revealed that there are imbalanced power relations—enacted through such discursive strategies as foregrounding,, backgrounding and framing in two areas: topics and visuals. These strategies were understood as part of the author’s attempt to preserve the hegemonic status of English and its associated dominant ideology in ways that reflect traces of linguistic imperialism. With regard to the pedagogical value of the textbooks, this paper offers some suggestions on how the textbooks could be more engaging and culturally sensitive towards learners’ socio cultural context. The discussion concludes with an appeal for more balanced representation between the discourse of the third world and that of Britain in ELT textbooks in Indonesia.

Revisiting the 2006 School Level Curriculum and the Genre-based Approach in the Context of EFL Curriculum Development in Indonesia Ahmad Budairi
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractThe genre-based approach has been known to characterize pedagogical practices during the implementation of the 2006 school-level curriculum.Â Despite its prevalent use and overwhelming support by school stakeholders,Â the efficacy of this approach was nonetheless questionable. This paper aims to revisit the 2006 School level curriculum, its plausibility and compatibality with individual contexts and its bearing on EFL practices. It also disusses the Genre-based approach in terms ofÂ itsÂ underlying paradigms, andÂ possible variables and contextual factors which might have impinged on its implementation. Some research findings on the adoption of the approach in Southeast Asia context are also presented to provide insights into how the Genre-based approach could be efficiently adopted. This essay concludes with some ideas for the amendment toÂ the 2006 school- level curriculum and how the genre-based approach might still be relevant in the context of teaching writing skills at tertiary education.

Understanding Key Concepts in Educational Research Through a Review of Two Research Articles Ahmad Budairi
Ahmad Dahlan Journal of English Studies Vol 3, No 2 (2016): September
Publisher : Universitas Ahmad Dahlan

This paper is intended to help novice researchers understand key concepts in educational research, particularly in the field of language education. It uses as its samples two peer-reviewed research articles on early childhood literacy development, bilingual and multilingual issues and identity consitution. ItÂ first attempts to analyze how the key concepts in educational research were incorporated into the research process. Of particular importance, this paper critically looks at the extent to which those key concepts were logically linked so as to provide the research with strong coherence. The discussion also takes into account the issues of ethics, how this was sufficiently dealt with by the author and what possible factors might have come into play to degrade the validity of the research. This paper conludes with my views on the research design and process as a whole and my suggestions on some of the issues uncovered during the discussion.Â

A review on L2 models of reading theories and reading teaching strategy Nizam Ahsani; Ahmad Budairi
International Journal of Education and Learning Vol 4, No 1: April 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

L2 reading instruction has tended to focus on the explicit teaching of reading strategies on the grounds that a strong grasp of reading strategies would lead to better reading comprehension skills. We argue that such teaching practice is very much anchored in the cognitive-psychological based theory of reading that have characterized the field of SLA over the years. In light of this, we seek to present a summary of various theories, research findings and arguments around the nature of reading in SLA. The data were collected through electronic database such as Eric, Google Scholar, Proquest and Wiley Online Library. We discuss three major reading models: bottom-up, top-down, and interactive model, alongside metacogniton theory, extensive and intensive reading as well as reading assessment. We believe that a sound understanding of these cognitive based processes underlying reading activity could serve as the basis for improvement in reading instruction. However, there is an inherent need to consider sociocultural aspects of reading in order to help students sustain reading engagement over an extended period of time toward the formation of reading habit. We conclude the discussion by suggesting that as reading actvity becomes increasingly digitized, more qualitative research studies exploring student’s individual experience are highly recommended, in complimentary to the cognitive-psychological based theory of reading.

Intertextuality as semiotic mediation for youth’s enactment of agency and identity in everyday digital literacy practices Ahmad Budairi
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.7650

The purpose of this research is to investigate the practice of intertextuality of Farah (pseudonym) a 20-year-old female university student who engaged in a variety of culturally shaped digital literacy practices. In particular, it seeks to elucidate how Farah’s practice of intertextuality serves as a semiotic mediation for her exercise and enactment of agency and identity during her everyday literacy practice on Instagram. This research was framed as a case study design with a connective ethnography approach specifically suited to the online environment and digital communication where the researcher’s physical presence as an observer is no longer required. Data were collected by means of digital media and technology such as WhatsApp Message Service, informal phone interviews, and online observation. The collected data comprised online snapshots of quote bots, pictures, drawings and comments that Farah produced and shared as part of her everyday digital literacy practice. The data analysis entailed examination of Farah’s practice of intertextuality through the lens of sociocultural perspective on text production and interpretation. The findings revealed that Farah’s use of quote bots and doodles posted on Instagram involved the act of borrowing texts from other sources as well as mixing English with Indonesian language. Farah’s practice of intertextuality was pre-mediated, calculated and purposeful, allowing her to engage in digital authorship involving creativity, improvisation and consciousness as ingredients of agency. In the same vein, Farah’s practice of intertextuality allowed her to author the self as a contemplative religious individual. The research concluded with an appeal to policy makers and educational practitioners to respond to the learners’ changing learning landscape by re-defining the way we view learners/students, from merely a recipient of knowledge to an individual who has agency, identity and funds of knowledge that have to be acknowledged and appreciated in any process of curriculum design and its implementation on a daily basis.

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