An Issue
Every generation is looking forward to the better future generation. That is why we are developing education and school system as well as teaching our children an adequate knowledge and moral value. The succeeding generation is expected to have knowledge, skill, and wisdom which lead them to their successful life in the future. In relation to this, English language teaching is one of the ways and means to accommodate the national expectation.
Every Indonesian children are dreaming of being able to speak English well. Many of them are wishing to study abroad or to work at international company to pursue the better future through learning English. Nevertheless, the dream of theirs, for most of them, turn out to be traumatic experience since they are not succeeding in learning English. There are some reasonable considerations regarding the causes of this failure.
Firstly, English is likely to be the one of difficult subjects at school. It is reasonable since there is a systematical mistakes caused by many sides. Naturally, humans are destined to speak language. Therefore, English should not be difficult to learn. There might be fundamental mistakes occurred in the implementation of English education.
Moreover, the failure of English teaching becomes excusable. In reality, parents quite easily excuse their children’s failure who get low mark of English. In addition, it becomes such an ‘inevitable result’ so that society has little consideration of this phenomenon. Hopefully, this is only a ‘temporary paralysis’ for English education in Indonesia.
Actually, the phenomena above have been long apprehensively recognized. A number of effort have been made by many sides involving the government (with its policies through general directorate and PMPTK), community college (through many studies and innovative programs), and many experts (with their works and scientific projects) to offer the solution to this problem. Despite the socialization of new curriculum model and standard, the teachers are reluctant to leave behind the practical teaching which is in fact, ineffective and useless. Hopefully, this problem also leads us to reconstruct our belief (the teacher’s belief) regarding “how to do the best way to teach our students”.
Furthermore, in order to solve the problem above, it is necessary to refine and reorganize the teacher professionalism through the development of quality management system (QMS) as an alternative way. Recently, such program is urgently required by the educational system. The certain approach should be established to give contribution to the language education.
RELIGIOUSITY AS A BASIS OF LANGUAGE TEACHER DEVELOPMENT PROGRAM
Many teacher training development programs did not result in successful improvement. This might have been caused by ‘teacher’s resistance’ to the new paradigm offered by government. Teachers tend to keep the ‘old practice’ running all the way as it is since they already feel comfortable and ignore the failure of English teaching they have done.
However, the problem always comes up with the solution. One of the ways to make teachers realize the importance of their professionalism is by establishing professional religiousity approach. This approach holds four principles as its fundamental base; they are Amanah, Rahmah, Taadubah, and Sillah (ARTS).
Amanah refers to the view in which a teaching process is regarded as a ‘service’ which will be totally counted in after life. In other words, teachers are supposed to do their best in administering teaching-learning process. Rahmah is associated with teacher’s affection and patience towards the learning process. Meanwhile, taadubah deals with the teacher’s effort to develop students’ moral excellence. At last, sillah refers to teacher’s ability to plan and develop networking and collaboration among individuals in the classroom.
By implementing those principles, teachers are expected to build real-life competence. ARTS also leads the teachers to do some obligatory phases in teaching-learning process: (1) The teachers are obliged to do modeling as clear as possible, (2) The teachers are obliged to give complete guidance, (3) The teachers are obliged to give students opportunities to perform naturally, and (4)The teachers are obliged to put amanah (trust) on each student.
In conclusion, English may not be the only factor that determine the glorious future of nation but we realize the importance and significance of English well. Therefore, I order to reconstruct English education we need to implement a new paradigm offered by religiosity professional approach. Hopefully, the implementation of this approach will lead our next generation to the brighter future.
Reference:
Suherdi, Didi. (2012). Rekonstruksi Pendidikan Bahasa: Sebuah Keniscayaan bagi Keunggulan Bangsa. Bandung: Celtics Press
Firstly, English is likely to be the one of difficult subjects at school. It is reasonable since there is a systematical mistakes caused by many sides. Naturally, humans are destined to speak language. Therefore, English should not be difficult to learn. There might be fundamental mistakes occurred in the implementation of English education.
Moreover, the failure of English teaching becomes excusable. In reality, parents quite easily excuse their children’s failure who get low mark of English. In addition, it becomes such an ‘inevitable result’ so that society has little consideration of this phenomenon. Hopefully, this is only a ‘temporary paralysis’ for English education in Indonesia.
Actually, the phenomena above have been long apprehensively recognized. A number of effort have been made by many sides involving the government (with its policies through general directorate and PMPTK), community college (through many studies and innovative programs), and many experts (with their works and scientific projects) to offer the solution to this problem. Despite the socialization of new curriculum model and standard, the teachers are reluctant to leave behind the practical teaching which is in fact, ineffective and useless. Hopefully, this problem also leads us to reconstruct our belief (the teacher’s belief) regarding “how to do the best way to teach our students”.
Furthermore, in order to solve the problem above, it is necessary to refine and reorganize the teacher professionalism through the development of quality management system (QMS) as an alternative way. Recently, such program is urgently required by the educational system. The certain approach should be established to give contribution to the language education.
RELIGIOUSITY AS A BASIS OF LANGUAGE TEACHER DEVELOPMENT PROGRAM
Many teacher training development programs did not result in successful improvement. This might have been caused by ‘teacher’s resistance’ to the new paradigm offered by government. Teachers tend to keep the ‘old practice’ running all the way as it is since they already feel comfortable and ignore the failure of English teaching they have done.
However, the problem always comes up with the solution. One of the ways to make teachers realize the importance of their professionalism is by establishing professional religiousity approach. This approach holds four principles as its fundamental base; they are Amanah, Rahmah, Taadubah, and Sillah (ARTS).
Amanah refers to the view in which a teaching process is regarded as a ‘service’ which will be totally counted in after life. In other words, teachers are supposed to do their best in administering teaching-learning process. Rahmah is associated with teacher’s affection and patience towards the learning process. Meanwhile, taadubah deals with the teacher’s effort to develop students’ moral excellence. At last, sillah refers to teacher’s ability to plan and develop networking and collaboration among individuals in the classroom.
By implementing those principles, teachers are expected to build real-life competence. ARTS also leads the teachers to do some obligatory phases in teaching-learning process: (1) The teachers are obliged to do modeling as clear as possible, (2) The teachers are obliged to give complete guidance, (3) The teachers are obliged to give students opportunities to perform naturally, and (4)The teachers are obliged to put amanah (trust) on each student.
In conclusion, English may not be the only factor that determine the glorious future of nation but we realize the importance and significance of English well. Therefore, I order to reconstruct English education we need to implement a new paradigm offered by religiosity professional approach. Hopefully, the implementation of this approach will lead our next generation to the brighter future.
Reference:
Suherdi, Didi. (2012). Rekonstruksi Pendidikan Bahasa: Sebuah Keniscayaan bagi Keunggulan Bangsa. Bandung: Celtics Press
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