The Relevance of Indonesian Cultures on English Language Teaching In Indonesia Zone of Proximal Development
| Main Author: | Sofendi, Sofendi |
|---|---|
| Format: | Monograph NonPeerReviewed application/pdf |
| Terbitan: |
FKIP Unsri
, 2009
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| Subjects: | |
| Online Access: |
http://eprints.unsri.ac.id/3932/1/The_Relevance_of_Indonesian_Cultures_on_English_Language_Teaching_In_Indonesia_Zone_of_Proximal_Development.pdf http://eprints.unsri.ac.id/3932/ |
Daftar Isi:
- English language teaching is ultimately aimed for communication. In ELT classrooms in Indonesia, teaching and learning activities generally do not satisfy this ultimate aim. The teaching and learning activities are strongly based on the whole-class teaching. This condition leads the students to work individually. However, the ultimate aim of ELT in Indonesia explicitly and implicitly requires the students to work together. Therefore, there is a gap between the teaching and learning activities in English classrooms and the ultimate aim of ELT in Indonesia. The students in small groups have opportunities to interact with each other. By having the interaction, they can practice their English together. This condition may provide a very good step to reach the ultimate aim of ELT in Indonesia. ELT classrooms in Indonesia, mixed levels of ability of knowledge small groups based on zone of proximal development concept may provide two major advantages, among others (1) the less capable or knowledgeable students can maximize their ability of knowledge to the learning edge of their intellectuality, and (2) the more capable or knowledgeable students can have better understanding towards what they have told their peers. In Indonesia, working together in small groups in culturally called ‘gotong royong’. This type of teaching and learning activities may increase the students’ English ability of knowledge as well as satisfy the ultimate aim of ELT in Indonesia