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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

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Abstract

AbstractThe genre-based approach has been known to characterize pedagogical practices during the implementation of the 2006 school-level curriculum.  Despite its prevalent use and overwhelming support by school stakeholders,  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 of  its  underlying paradigms, and  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 to  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.
IMPROVING THE STUDENT’S VOCABULARY MASTERY BY USING CONSTRUCTIVISM PRINCIPLE IN THE SECOND YEAR STUDENTS OF SMAN 1 KAUMAN Budairi, Ahmad
Efektor Vol 4 No 1 (2017): Efektor Vol 4 No 1 Tahun 2017
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (119.176 KB) | DOI: 10.29407/e.v4i1.741

Abstract

Vocabulary plays important roles in mastering English. Vocabulary refers to all words in the whole language used in a particular variety. In this case, the students have some problems. The problems about difficult in mastering vocabulary, that the students are lack of vocabularies, the students often get difficult in expressing their ideas, the students have low motivation. The students felt unsatisfactory in their results. It’s caused the students are lack of practice and lack vocabulary to memorize it. In this case the good technique of vocabulary teaching  is needed to make the students enthusiastic in  learning vocabulary. The objective of vocabulary teaching in English as a foreign language cannot be separated from the objective of teaching English in general. In others words, the objective of teaching English implies the objective of teaching vocabulary.To overcome the problemin this study the researcher designs the media in the form of picture in teaching and learning activities. Finally, the pictures should be large enough and be easily seen by all students.There area number of ways to improve the students’ vocabulary mastery.  Because of the condition  the  researcher holds  the  research related to the vocabulary’s mastery  . The study is aimed at two main purposes as follows: (1) to improve the students’ vocabulary mastery through Constructivism principle(2) to improve the students’ interest in learning vocabulary through Constructivism principle.From the result of the study that  Constructivism principle can improve the students’ vocabulary mastery and constructivism principle can improve the students’ interest in learning vocabulary            
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

Abstract

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.