Teachers’ Views on Communicative Language Teaching: a Case Study of Twelve Indonesian Junior High Schools  

Oleh:

Yulia, Yuyun

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 627-635.
Topik: communicative competence; school-based curriculum; macro and micro skills; character-building; moral value
Fulltext: hal 627.pdf (15.04MB)

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Widdowson (1978) and Wilkins (1976) put forward the notion of communicative approach in language teaching of both second and foreign language contexts. In the Indonesian context, the ultimate goal of English language teaching is communicative competence and for secondary students specifically is to participate in discourse or to communicate ideas, feelings, in spoken and written English accurately, fluently and in an acceptable manner. However, teachers’ view regarding the communicative competence is different from what has been stipulated. Having English teachers in junior high schools either in government or private schools in five districts in Yogyakarta revealed teachers’ inadequate capacity of communicative language teaching including macro and micro skills to be taught.The result highlighted also the notion of character building and moral value embedded in their teaching. It indicated that the district educational supervisors who should have been responsible for developing teachers’ competence seemed only to rubberstamp the guiding school document (curriculum, syllabus, and lesson plans) prepared by the teachers. In-service training for teachers occured but it seemed not to affect teachers’ performance in the classroom.

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