Rabu, 30 November 2016

Expose the Cultural Awareness Using Authentic Materials


Usually, English language learning tends to focus on vocabulary, grammar, reading, speaking, listening or writing skills. However, in the globalization era the students need to develop their cultural awareness and improve their communication skills. Communication and culture are inseparable and interconnected. Culture determines the way of communication proceeds and how people decipher the messages they get. To achieve the students’ need, teacher should create classroom that provide more opportunities for second language learners and encourage students` contact with the target language beyond scheduled lessons. The teacher can use semi-authentic and authentic materials. Using authentic sources helps to engage students in authentic cultural experiences. Sources can include films, news broadcasts, and television shows; Web sites; and photographs, magazines, newspapers, restaurant menus, travel brochures, and other printed materials. As a future teacher, I want to use the authentic materials in my classroom because it can improve the students motivation on learning their second language, exposure the students awareness and further the students can improve their communication skills.

Reference: Journal entitled Exposing students to authentic materials as a way to increase students` language proficiency and cultural awareness by Elena Kozhevnikova.


Sabtu, 26 November 2016

'Biggest invisible thing on earth?' – It's called Indonesia, and it's waking up

I have got some messages from FPCI (Foreign Policy Community of Indonesia) and this is the most interesting one. 

by: Elizabeth Pisani



Looking for fun on a rainy afternoon? Try this: take a blow-up globe down to your nearest public space – a shopping mall, perhaps, or a train station – and ask people to find Indonesia, the world’s fourth most populous nation.
I’ve tried it in London, New York and Rio. The response: “Uuuuuuuhh …”
Much stroking of chins and scratching of heads. “Somewhere around here, maybe,” accompanied by vague hand gestures towards Indochina or south Asia.
If you’re in Melbourne or Sydney you may have more luck. But even there, interest in Indonesia per se is muted. In the words of an editor at Penguin Australia: “Despite [Indonesia] being a profoundly important near neighbour of ours, I feel our market would need an Australian angle on the country.”
Despite being a country of superlatives – most populous Muslim-majority nation, biggest exporter of numerous commodities dug or grown out of its generous earth, one of the world’s most enthusiastic users of Twitter and Facebook – Indonesia also remains, in the words of Indonesian businessman John Riady, the biggest invisible thing on the planet.
This is despite the cheerleading of brokers and business consultants who point to Indonesia’s young population, its rapid urbanisation and its huge market of enthusiastic consumers as reasons for foreign investors to pay it more attention.
I’ve been hearing those same arguments since I first covered Indonesia for Reuters and the Economist in the late 1980s. Over the intervening three decades, per-capita income in Indonesia did indeed rise steeply to $3,300, over five times its level when I first lived there.
Which is great, but not as great as Thailand or Vietnam (between seven and eight times higher), let alone China (where per capita income is now close to $8,000 a year, 26 times its 1985 value).
For a country that has such extraordinary natural resources, and such an abundance of labour, Indonesia is arguably underperforming economically. This is in part because the scatter of its 7,000 inhabited islands creates extraordinary infrastructure challenges, in part because a torpid bureaucracy squashes innovation, and in (large) part because Indonesia’s miasmic legal system means no contract is secure.
The much vaunted “demographic dividend” will not deliver the pot of gold at the end of the Indonesian rainbow until all three of these things change. Now, for the first time since a brave but ill-prepared Indonesia declared its independence from Dutch colonists in 1945, at least two of these changes are under way. That’s no small achievement in a nation as kaleidoscopic as Indonesia, where there are almost as many ethnicities, languages and belief systems as there are islands. The improvements in both infrastructure and governance are especially worthy of global attention because they are being propelled by the twin engines of democracy and decentralisation, both relatively new to Indonesians.
Having lived through 45 years of virtual dictatorship, Indonesians are now rowdily democratic, directly electing everyone from their village head up to the president. Some politicians still hand out cash for ballots, but Indonesian citizens even in the remotest villages have a remarkably acute understanding of the twists and turns of politics.

“They think we’re idiots, that they can buy our votes,” commented a fisherman in North Sulawesi last month of the politicians who are already campaigning ahead of next year’s district elections. “Of course we take the cash, we’ll take it from all of them, but we vote with our heads.” Political elites who expect bribery or blind populism to trump all else in Indonesia are often left flummoxed, and, increasingly, out of power.
Indonesia’s democratic rebirth came with what some see as a second wave of decolonisation. For the first five and a half decades of its existence, the nation was firmly ruled from the capital Jakarta, largely for the benefit of the 60% of Indonesians who are squashed in to the single island of Java.
The resentment this caused contributed to the 1998 downfall of the country’s second leader, Suharto, after 32 years in power. There followed a “big bang” decentralisation that turned Indonesia’s many geographic, cultural and ethnic fiefdoms from vassals of the central government in Jakarta into quasi-autonomous democracies.
Among the many votes Indonesians now cast, the one that affects their lives most directly is that for district head or mayor. Voters laughingly refer to these local potentates as “little Sultans” because they are so powerful. They make most of the important decisions about education, healthcare and local infrastructure; they dole out jobs and contracts, regulate entertainment, and negotiate the transport routes that are all-important in an island nation.
Though Indonesia’s current president, Joko Widodo, known as Jokowi, has made much of his support for infrastructure development, it is driven less by a well-planned push from Jakarta than by active demand from politicians directly elected in district and provincial governments. Though progress is slow, those demands are gradually overcoming the hurdles raised by the country’s geography.
Decentralisation has had an effect on innovation-squashing bureaucracy also, though not all of it good. In many areas, district governments have simply pasted cumbersome new layers on to an already dysfunctional administrative system.
But in a few districts, adventurous politicians have experimented with radical reforms: they require civil servants to show up on time, to treat citizens with respect, to do their jobs without being bribed. These individuals have become local heroes and media darlings: their popularity has in many cases provided a springboard to higher office, including the presidency. Jokowi rose from small-town mayor to governor of Jakarta and on to the presidency on the strength of his no-nonsense approach to local government.
However, neither decentralised democracy nor Jokowi himself have managed an assault on the third major hurdle to Indonesia’s self-actualisation: the legal quagmire referred to by his predecessor as the “judicial mafia”.
The judiciary, still bruised after the 2013 conviction on corruption charges of the highest judge in the land, will be in the global spotlight again as it considers a blasphemy investigation opened against the Jakarta governor, Basuki Tjahaja Purnama (known as Ahok).
If he is charged, a transparent trial and a fair verdict would signal the beginning of improvements in the legal landscape. That, more than anything, would make Indonesia a country to watch in eager anticipation of a destiny of global greatness soon to be fulfilled.
Elizabeth Pisani is author of Indonesia Etc: Exploring the Improbable Nation

Minggu, 20 November 2016

Internationalization at Home

Internationalization in higher education is important for developing students’ language proficiency. Many students is going abroad or learning in language institution to develop their English language proficiency. However, those activities need much money and require extending the study period. So that, the efficient ways to develop students proficiency is motivating the students to learn Internationalization at home.  As the instructor, teacher should lead the students in enhancing their motivation and self-conception in order to maximize Internationalization at home. Teacher gives the students task that will help them to learn at home. Teacher supply the students log activity to know their learning activity at home. By doing this activity, teacher can understand the students motivation and give them good respond to improved it.  At last, Internationalization at home can be done effectively if the teacher be a good educators that lead the students to motivate and develop their English language proficiency.

Reference : Internationalization  at  home:  Using  learning  motivation  to  predict students’  attitudes  toward  teaching  in  a  foreign  language by Julia  Gorges, Christian  Kandler, Gerd  Bohner



Sabtu, 19 November 2016

Internationalization in Elementary School, Why Not?

In line with the needs of facing globalization, we realize that internationalization is one of the important things that need to be done. Internationalization is not only can apply on higher education but also can be started from elementary school. At the elementary school level, the intention and focus of international education are to motivate the students in knowing their own cultures, expand students’ international knowledge and improve students’ foreign language communication skills. In this case, teacher can establish a school-wide foreign language learning environment, integrate international knowledge into the curriculum, hold frequent study tours and join a variety of international competitions. In fact, to teach elementary school students about culture and foreign language skills is not easy. That’s why as a future teacher we need to improve our competencies through creating fun learning environment that can foster the students to learn foreign language in emphasizing the internationalization needs.


Reference : A journal entitled A Comparison of the Internationalization of Education in Taiwan and Japan: The Perspective of Elementary School Principals by Ming-Huang Lin & Shan-Hua Chen. 

Sabtu, 12 November 2016

Internationalization, needs or wants?


Talking about internationalization as the actual issues nowadays, internationalization of high school students is very important to prepare the students on facing global competition. As the teacher, it is important to decide which factors have higher priority in the process of internationalizing their schools. One of the effective ways is developing the curriculum with a wide range of international content. Teacher can add and modify the materials given with international content such as the other countries cultures. By doing this, teacher will help the students on increasing international language understanding and enhancing international communication capability as the important needs of 21st century students . At last, as an English teacher is not only teach skill materials but also prepare their bright future in global society through internationalization.

Reference: A journal entitled How to Internationalize a High School? Perspectives from Principals in Taiwan by Yueh-Chun Huang , Shan-Hua Chen , Hsuan-Fu Ho and Cheng-Cheng Yang.


Sabtu, 05 November 2016

Let's make discussion as a bridge


A journal entitled Developing Higher Order Thinking Skills and Team Commitment via Group Problem Solving: A Bridge to the Real World by Phawani Vijayaratnam  explore about the effectiveness of group problem solving in developing students’ higher order thinking, problem solving and team skills.
I learn that classroom nowadays is not only giving students materials in academic but also having much relevance to the real world for preparing their future. One of the ways is  providing students opportunities to harness the power of group discussion in order to practice problem solving techniques and develop thinking skills while working in team environments. Work in group actually helps students to clarify their understandings, negotiate meaning and co-construct new knowledge with such discussions having the potential to transform students’ thinking. In addition, it also can test their abilities and strategies associated to planning, guiding, monitoring and evaluating team member’s contribution. So that, as a future teacher I can implied this group discussion in my future class to improve interpersonal skills of my students and develop their thinking to be more critical in the way for preparing them in real world.