English that needs to be explored, particularly in

English
as the international language has crucial position in other status; it can be
as first language, second language and foreign language. Those parts divide
based on the competence through the reading materials related to teaching
learning process. Such Phan
Le Ha (Ha, 2008)
stated when
globalization heavily relies on English, so English language teaching (ELT)
solely relies on English teachers and English teaching learning, so what happens
to English teachers and their teaching is an important question that needs to be
explored, particularly in the context of mobility and trans nationality.  Moreover, teacher, teaching learning process
and curricula are important aspects which are explored by education system. On
the other hand, what teachers needs, how teachers perceive themselves and how
they are represented material is also important to enhance the success of ELT
for teacher training and its pedagogy in international or national contexts.
English has different position in Indonesia. English as foreign language gives
own impression in teaching of English as an International language. It brings
to create different curricula implementation in school and the government
builds a program of International Based School. 
Furthermore, this section explains the rules and the existence of
English as International Language in teaching Learning in Indonesia due to the
differentiation of curricula implementation and International Based School.

 

Education
is meaningless without curriculum and to develop the quality of education
system and the students’ outcome, C has decided to create the best curriculum.
But the Ministry of National Education also modifies several curriculums in
four or more years in EFL. It begins from the two newly curriculum recently. First,
it starts with Kurikulum Tingkat Satuan Pendidikan
(a School-Based Curriculum). School-Based Curriculum is a modification of
genre-based curriculum that was introduced in 2004. It is also called as KTSP
2004. School-Based Curriculum focuses on the standard competency, basic
competency and their indicators. It does not included character building in its
design and the learning process tends to be teacher-centered and the learning
evaluation is focused on the cognitive domain rather than the affective and
psychomotor. In 2006, a School-Based Curriculum has modified on the material
based on the environment. It has similarity with KTSP 2004, but the name of
modify curriculum is KTSP 2006. It run well until 2012 and the Ministry of
National Education announced that there is renew of curriculum in 2013. Second
is the renew curriculum which has been announced since 2012, it is known as
‘K-2013’ or the 2013 Curriculum. K-2013 is designed to build the character
building and emphasized on the spiritual aspects. The learning paradigm is
shifted from ‘students have knowledge
because teacher transfers the knowledge to their students’ become ‘students
have curiosity to get knowledge by themselves’. Moreover, the students are
actively engaged in learning from different sources exceed in the teachers and
the educational units or institutions (Kemdikbud, 2013). K-2013 focuses on core
competence (KI) and basic competence (KD). The core competence contains
religious, characters, factual, conceptual and procedural knowledge and processing
and presenting in concrete and abstract domains. On the other side, the basic
competence transforms the core competence into observable cognition, affection
and action (Kemdikbud, 2013). The competence of K-2013 is concern in observing,
questioning, exploring and experimenting, associating and analyzing and
communicating.

 

Why
those curriculums should be change? The reasons are from the teachers and
students trends. There are two aspects about those trends; the first trend
mainly looks from the changing of KTSP to K-13 as an innovative and creative
curriculum in English teaching practice for the education improvement in
Indonesia. Yet, K-13 is more effective to explore the students’ ability and
competence to find out their needs in learning process. The  changing of those curriculum  also  affect
to  the   way 
teachers  and  students 
viewed  about English  learning 
from traditional learning to modern pedagogic. The second trend is viewed
from the change of KTSP to K-13 as superficial and conceptual curriculum and those
have the same effects with the previous curriculum changes. Between KTSP to
K-13 do not have distinction but K-13 create students’ critical thinking in
facing their problem during learning process. Furthermore, the knowledge and
belief system which teachers and students have will be linked to their
experiences toward the implementation of the previous curriculum.

 

The
existence of English as International Language in teaching Learning in
Indonesia, especially based on K-2013 is eliminate in primary school. English
lesson is not the prior subject in primary school yet the Minister of National
Education has decided to put English as optional subject (Mulok). The
government stated that the students of elementary school have to focus on Bahasa
Indonesia, if English lesson is a part of prior subject in Elementary school
they are not be expert on Bahasa Indonesia. In the reality, almost of students
in Elementary school are more fluent to speak in English rather than Bahasa
Indonesia. They prefer to be a part of English and they also join with English
course after school has finished. Whereas, their Bahasa Indonesia are not as
good as their English when they communicate each other. That why the Minister
of National Education changes the position of English lesson to be optional
subject (mulok). It is the explicitly reason of this change, but the impact of
English lesson eliminate in elementary school is from the improvement of
English as International Language, the government may know that English is not
the curial one to be mastering and we should improve Bahasa Indonesia as our national
identity. The government limits the use of English for enhancing Bahasa
Indonesia for the young generations. Nowadays, in certain elementary school,
there is no English lesson for Final Examination. Some schools choose to omit
English lesson in student’s examination because they stated that English is
optional subject and it is not necessary to be a part of students’ examination.
The government policy seems to limit the English position for Indonesian young
generations. The government prefers to develop Bahasa Indonesia and plant
Bahasa Indonesia deeper in the young generation.

 

The
government policy has positive and negative impact for this regulation. The
positive impact is for our first language, Bahasa Indonesia. The young
generations may prefer to master in Bahasa Indonesia rather than English and
they keep their national identity as Indonesian. They will bring Bahasa
Indonesia as one of official language in the World if Bahasa Indonesia becomes
the larger language users. Is it possible? Of course, it will be. There is no
impossible for bringing Bahasa Indonesia as official language in Asia. The
negative impact of eliminating English in Elementary curriculum is enrichment
of foreign language of Indonesian generation. If English lesson does not exist
since in primary school, the development of other language will be late. They
will get difficulty in communication overseas and they never know about the
culture of other countries. Yet if we learn about certain language, we have to
know about its culture. If we learn English we will also know about the culture
and the language so we are able to enrich our knowledge broader than before. There
is no bad impact to learn English in Indonesia but the government should give
own regulation of English position in Indonesia. As the minister of national
Education and English teachers should point 
out  an  appropriate 
pedagogy  for  the teaching 
of  English  as 
an  International language and it
depends  upon  local 
English language  teaching  professionals thinking globally but acting
locally.

On
the other side, the government also builds International Based School but the
government has broken it up now. This International Based School is one of the
best programs which people are curious to be a part of its program. It provides
full English for the communication and the process of teaching learning in the
class. Even though the subject is not English, it must be in English.
International Based school is very popular and people is like addicted with
this program. The government creates International Based School for improving
the English ability for Indonesian. The government sends some MoU to western
country where it will accept the government’s proposal to create International
Based School. However the government and western country make this program
together and it has automatically political issue inside. Almost of parent
prefer to join in International Based School yet they think it is the best
school program to enhance their children knowledge about English. Even though,
the school fee is very expensive, the parents are still on that way to send
their children in that school. All parents’ perception may be over to decide
whether National Based School or International Based School is the best.

The
Ministry of National Education has deleted International Based school program
due to there is no more beneficial for its program. It seems to make western
country get more benefit from its program. It involves politic, economic and
other intention during the creating of International Based School program. This
program is only for the trend that English nowadays as International language,
so western people try to influence several countries to use English and build
the political relation among each country. English here is as a tool for the
government to be the one of politic dimension. How about the curriculum of
International Based School? The curriculum is from our government but only the
language use English. Yet the government has not got the benefit of this
program so the government breaks International Based School Program up.

Those
example above about the elimination of English Lesson in Elementary school as Mulok and  the breaking up of International Based School
program show that English is not only a lesson in the school but English is
skills. Everyone is able to speak and communicate with English. Crystal  (1997) stated that the number of people in
the world who  communicate  in 
English  with international  speakers 
is  steadily  rising compared  to 
other  language  speakers. 
Crystal  stressed with  the 
fact  that approximately  385 
million  people  speak  English  as 
an  international  language, 
in fact has proven, English is now globally utilized.  Moreover, 
English  is  also 
used  by over  one 
billion  people  who 
speak  English as  their 
second  and foreign language  to communicate  with 
other  second  and foreign language users  in spite of 
different  culture  and linguistic features.

 

In
conclusion, the ultimate  goal  of 
designing  and  changing 
curriculum  is  not 
to  design  the 
best  and  ideal curriculum, but to set the curriculum
into teaching learning practice successfully. How teacher perceives these
changes and the government initiative has an effect to the process of
curriculum 2013 implementation. Nevertheless, this new curriculum divides
English into core and elective class and students have to study a core class
for two periods of English subject and three to four periods if they are
interested in English as an elective class. In order to facilitate the
curriculum effects, the teachers as the implementers  should 
show  their  willingness 
and  capability  to 
implement  the  curriculum 
by changing  their  mindset 
from  traditional  views 
of  learning  to 
modern  pedagogic  dimensions. 
Furthermore, through  these
changes,  the  constraints 
would  become  a 
new  challenge  rather 
than  disturbances  to 
the  implementation.  That why the implementation of K-2013 in ELT
practices in the schools is considered to be partial biased and tends to be
traditional in all levels.

To
figure out of this case, the situation of two curricula namely KTSP-2006 (SBC)
and K-2013 are implemented in Indonesia brings little a chaotic atmosphere in
teaching of English as an International language in Indonesia. Whereas those curriculum
is a good decision nevertheless since the government has provide yet for
teachers training regarding the curriculum implementation, even though the
teachers find that the new curriculum is a bit hard to apply in the classroom.
Furthermore, the learners’ success in EFL does not always depend on the
curriculum. In contrast, many factors play significant roles in determining
learners’ success in EFL also, such as verbal, motivation, attitude, interest,
etc. So that the control of international use of English is now shifted
from  English  speaking 
countries  people  to wider 
global  community  and 
the  native speakers  has 
turned  to  be 
the  minority among English
language users.

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