EXAMPLE OF TEACHING AS A FOREIGN

LANGUAGE IN INDONESIA
LECTURER : MA’RIFAH NURMALA, S. Pd,. M. Pd.

Group 4
1. Apriliani Tri Wulandari (171160003)
2. Miranda Nurislami Badarudin (171160015)
3. Nur Fadillah (171160017)
4. Kasmiati (161160020)
5. Sri Alfidayati R. Kaning (171160019)
6. Husnawati (171160010)
7. Uswatun Hasanah (171160006)
English as a Foreign Language (EFL)
• According to Macmillan Dictionary, EFL refers to the english
language taugh to people who need to learn it for their studies or
their career, and who do not live in an english-speaking country. In
Bangladesh, we learn English as a Foreign Language.
• On the other hand, in Collins Dictionary, EFL is referred to the
practice and theory of learning and teaching english for use in
countries where it is not an official medium. For example, in our
country English is taugh as a foreign language as it is not the official
medium. Howeve, english is widely used in public and private
organizations of our country.
English as Foreign Language (EFL) in Indonesia

• Jayadi (2004) points out that English as a foreign language is being

made as a compulsory subject in secondary schools throughout
Indonesia in 1945 soon after the Indonesian Independence Day,
August 17, 1945. Meanwhile at Indonesian primary schools, formal
ELT education began since early nineties and English has been
taught at primary schools students starting in Grade Four as a local
curriculum only (Cahyono and Widiati 2004). However, the recent
policy of curriculum Indonesia (curriculum 2013) has just removed
English at elementary school in order to increase Indonesian
students’s awareness and ability to study their national language.
The Importance of Appropriating
Children’s Literature

• 1. Valuable Authentic Material

• 2. Motivating Material
• 3. Cultural Enrichment
• 4. Language Enrichment
• 5. Personal Involvement
Students’ Language Skills Empowerment
• Students’ language skill empowerment means
enabling students to gain language skills:
reading, writing, speaking and listening.
Children’s literature, compared to adult
literature, has arguably simpler language, fewer
lengthy stories, fewer abstract ideas, less
complicated themes and offers just as a wide
variety of stories. All of these features were
encouraging, especially in boosting reading
confidence.
Areas of Empowerment in Students’
Language

• To empower means to enable students to meet

learning objectives. In terms of vocabulary, the
language used in children’s literature shows
certain characteristics (Martin, 2009). They are
(1) simple but creatively-built, (2) used in daily
casual interaction, and (3) rhythmical.
Students’ Critical Thinking Empowerment
• Learning and classroom activities using
children’s literature will help the students to
provide stimulating materials for peer
interaction, foster co-operation, open up
avenues for individual expression and critical
thinking, encourage the faculty of imagination,
and increase multicultural exposure (Hai-yan,
2008).