Presentation on improving the teaching of indonesian language

Presentation on improving the teaching of indonesian language

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  IMPROVING THE TEACHINGOF INDONESIAN LANGUAGE: REFLECTING ON STUDENTS’ MISTAKES IN THEIR ENGLISH DISCOURSE 11/5/2014 Ferry Antoni AR 1
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  Introduction - Theprinciple: Students naturally transfer their Indonesian way of thinking into English (adapted from Alwasilah 1991; quote also here Prof. Dr. Muh. Amin Rasyid). - Simply put, if their Indonesian is good, their English will equally follow; if their Indonesian is much to be desired, their English will be too. - This principle is known as ‘language transfer’. Shown in the case above, language transfer can be positive or negative (Note: inform here about LBPP LIA Int’l Conference 2010 in April in Bali). - Positive transfer enhances English learning; negative transfer hampers it. - This transfer can be at the sentential and discoursal level. - To be concluded at this point: Whatever is bad in students’ English especially at the discoursal level (below) can be referred back to its teaching in Indonesian language subject. 11/5/2014 Ferry Antoni AR 2
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  English-Indonesian Corresponding &Non-corresponding Linguistic Features - Through simple Contrastive Analysis: (very) little resemblance of English grammar to Indonesian at the sentential level - ‘Aku cinta kamu’ for ‘I love you’ and vice versa. Problems at this level - the English teacher - At the discoursal level, though, there exist aspects in common between English and Indonesian. Some at the sentential level, many more at the discoursal, they are: run-on sentences vs cut-off thoughts, phrase forming and collocation, clauses, parallelism, coherence and cohesion, transitional markers including punctuation marks, relevant vs irrelevant ideas, discourse development, & logic (from Antoni and Radiana 2001). Problems at this level - not only the English teacher, more relevantly, the Indonesian teacher (Continue with samples problems after this prepared in an ms word slide). 11/5/2014 Ferry Antoni AR 3
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  Possible Reasons Underlyingthe Problems in Students’ English in Their Discourse - The English teacher teaches mainly elements at the sentential level dealing with sentence components but not sentence patterns, affixes etc. but not parts of speech, words but not collocation, phrases but not chunks of ideas, etc. - At the sentential level, the teacher doesn’t teach making a discourse—oral especially written—following such steps as those proposed by Antoni and Radiana (2001) inspired by Alwasilah (1993: 78) (Show the steps prepared in an ms word slide). 11/5/2014 Ferry Antoni AR 4
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  The Teaching ofIndonesian Language Contributes to the Problems in … - Penerbit Epsilon Grup (2005): lots of texts in the section of Indonesian language practice tests - Still, to be assumed: in the teaching-learning process, when dealing with a text, the teacher just asks the students to answer reading comprehension questions, not as far as telling them to respond to the text writing a reader-response essay, to summarize it, to discuss its interesting points, to present the points, etc. all of which require the students to use their Indonesian language above the 11/5/2014 Ferry Antoni AR 5
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  Continued … abovethe sentential level—at the discoursal level utilizing all the discoursal aspects. - Alfianto (2006): the teaching of Indonesian language at formal school conventional, rote learning-focused, & full of complicated linguistic theory; not contributive of efforts to develop students’ ability in using the Indonesian language; this especially so, he continues, with writing skills. - Antoni (2003): as a result, students/professionals make problems even in documents such as reports where the language used should be formal (Show the examples prepared in an ms word slide) 11/5/2014 Ferry Antoni AR 6
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  Improving the teachingof Indonesian Language - Focus on sentence patterns not sentence components; deal with aspects crucial not only in the expression of ideas but also in the making of meaning: run-on sentences vs cut-off ideas, phrase making and collocation, clauses, & parallelism - At the discoursal level, teach the steps in producing a discourse—oral especially written—such as those by Antoni & Radiana (2001) utilizing coherence and cohesion, transitional markers including punctuation marks, relevant vs irrelevant ideas, 11/5/2014 Ferry Antoni AR 7
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  Continued … discoursedevelopment, and logic. - Badudu (2009): confront students with a discourse in which they are to find flaws with regards to the above aspects. Then they retell/rewrite the discourse, loathing to make such mistakes in their discourse. Later they can tell/write their own discourse on a topic of their own choice. - If students are to deal with a text: assign them more than just answering reading comprehension questions; ask them what they like about the text and why, tell them to rewrite the text in their own words, ask them to make a summary of it, request them to respond to the text writing a reader-response essay, etc. all of which will require them to utilize the above-discussed discoursal aspects. 11/5/2014 Ferry Antoni AR 8
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  Still continued ) - Catatan Sawali Tuhusetya (2008): writing activities should be reactivated and nurtured at school. This is crucial & relevant as writing is part of efforts to develop logic. In writing students are trained to formulate an idea, express their opinion in a systematic and logical way, weigh pros and cons, integrate actions, fantasize, etc. Conclusion 11/5/2014 Ferry Antoni AR 9