Becoming an empowered EFL teacher: A critical self-reflection of professional development

Wahyudi, Ribut (2018) Becoming an empowered EFL teacher: A critical self-reflection of professional development. ELTED Journal, 20. pp. 83-96. ISSN 1365-3741

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My intellectual journey has gone through several educational stages. I learned English as a foreign language in the Junior High School in 1994-1997, and then senior high school from 1997-2000. In that time span, in Indonesia the curriculum applied was 1994 curriculum which emphasized the communicative approach (Darjowijoyo, 2000). It is worth noting that the government did not prioritize a particular variety of English, but UK and US English were the most popular (Darjowijoyo, 2000; Lauder, 2008). Despite the curriculum mandating the communicative approach, in my own experience the emphasis of English during junior and senior high school was on reading and grammar. The national exam was mostly multiple choice questions on reading, grammar, and a short dialogue. Therefore, there was a mismatch between what the curriculum aimed at (fluency in speaking), and what the test scores measured (Lie, 2007).

Unlike the junior and the senior high schools which should follow the government’s curriculum, the university level had the autonomy to decide its own subject specific course. The only compulsory courses were those related to Indonesia specifically, such as state ideology (Pancasila), the history of Indonesian culture, and Indonesian arts and society

Item Type: Journal Article
Divisions: Faculty of Humanities > Department of English Language and Letters
Depositing User: Faizuddin Harliansyah
Date Deposited: 07 Jun 2018 07:26


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