IJET Indonesia Journal of English Teaching Vol. 1 No. 2 January 2013
INTENSIVE ENGLISH FOR ACADEMIC PURPOSE PROGRAM (IEAP): A PROPOSAL FOR EFFECTIVE ENGLISH LANGUAGE LEARNING PROGRAM FOR EFL STUDENTS IN ENGLISH EDUCATION DEPARTMENT IAIN SUNAN AMPEL SURABAYA ANA NURUL LAILA English Education Department, Faculty of Education and Teacher Traning State Institute for Islamic Studies (IAIN) Sunan Ampel Surabaya Jl. Jend Achmad Yani 117 Surabaya email:
[email protected]
Abstract: Various attempts in developing English Language Learning program have been done by educational institutions in order to create better English language speakers from non English language background. This article proposes an alternative to more effective English Language Learning program for future EFL teachers in English Education Department IAIN Sunan Ampel Surabaya. The proposal strongly considers the multicultural and multilingual backgrounds of the students and offers an intensive six-month program to improve their academic English language ability. The context and main ideologies of the program will be described and explained, as well as the assessment used. The expected outcome of the program is that not only the students’ English Basic Interpersonal Communicative Skills (BICS) but also Cognitive/Academic Language Proficiency (CALP) will improve. Keywords: Intensive English for Academic Purposes, bilingualism, multilingualism, BICS, CALP
INTRODUCTION Educational purposes and efforts are focused on providing the students with exercises and practices to make them able to succeed both in school life and after graduation. Although it is a challenging effort, especially when it comes to helping students to be better other language speakers, teachers, schools and other educational institutions have gone through processes in which they attempt to design better programs for the students. Our institution, the Sunan Ampel State University for Islamic Studies which is located in the centre of the second-biggest city in Indonesia, Surabaya, has become one of the most popular tertiary education for high school graduates especially those
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who come from the eastern part of the island of Java. The English Education program is one of many departments under the institution whose main purpose is to create professional English language teachers for schools and institutions in Indonesia. It is imperative that these future teachers have sufficient English language proficiency both to go through the education process throughout the college years and to transfer English language knowledge to their future students. Therefore, an English language immersion program with a focus on academic English is proposed in this essay to provide support for the students both during and after the university. This essay will try to discuss one possible way of helping the students in one of the State Institute of Islamic Studies in East Java to be more proficient English language users both for academic fulfilment and for daily basic needs. First, the context of the program will be described and the implications will be drawn. Second, definition of bi/multilingual for this program will be defined. Third, the program proposed will be described and finally the assessment that will take place in the program will also be explained.
CONTEXT The Intended Participants The intended participants for the proposed program are freshmen of the department of English Education. The students come from small towns and districts in East Java and the majority of them are of Javanese or Madurese (an ethnical tribe in Madura Island). Most of the students are multilinguals – they can speak more than two languages – in Indonesian, Javanese or Madurese, and Arabic. This happens because East Java has a unique characteristic regarding the languages that are spoken in the area. It is considered to be a multiglossia, a “communities where a number of languages or varieties are used by some or all individuals within a specified community, where they have different roles”.1 Indonesian and Javanese (or Madurese) are spoken in most domains with several different varieties for different purposes, while Arabic is mostly spoken in classes in Islamic schools and institutions from which the students graduated from. English is another language that the students need to learn when they are in secondary schools because English is the global language in Indonesia and it is considered to be necessary for students to learn English for future professional development.2 Although this situation might become a challenge for an immersion program, especially because the students have many access to speak with each other in language other than English outside the class and that it might inhibit the language acquisition process or make the process even longer, but being multilingual is an asset whose properties can be used to help achieve the target language. These students are used to learning languages since they were conditioned to learn more than two languages up
Charlotte Kemp, “Defining Multilingualism,” in The Exploration of Multilingualism, ed. Larissa Aronin and Britta Hufeisen. (Amsterdam: John Benjamins Publishing Company, 2009), 15 2 Allan Lauder, “The Status and Function of English in Indonesia: A Review of Key Factors,” Makara 12, no. 1 (2008).
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Intensive English for Academic Purpose Program (IEAP): A Proposal for Effective English Language Learning Program for Efl Students in English Education Department IAIN Sunan Ampel Surabaya
until they entered the university. Bialystok argues that bilingual/multilingual learners have the ability to “control attention and ignore misleading information” faster than monolinguals.3 This implies that there is a good chance, when a suitable language immersion program is set up, the students will be able to learn English because they have the ability to differentiate between signals and structure in English and in their first or second language. The next characteristic of the target participants of the program is that the students’ age range is between 17 – 18 years old. This range of age can give us two implications. The first one is that they have graduated from secondary schools, which means that they have had at least six years of learning basic English. We can assume that after they graduate from secondary schools, the students will have had sufficient English Basic Interpersonal Communicative Skills (BICS), which is the face-to-face conversational fluency usually acquired through the use of the language in every practice and activities (context-embedded).4 This is the communication skills that are necessary for day-to-day living. The second implication for students’ being 17 – 18 years old is that they are considered to be able to make decision whether or not they want to do something. When they decide to enrol to the department of English Education, it shows that they have strong willingness to learn and practice English, although their intentions and types of motivations of learning English are varied. Research shows that the majority of the students who enrol to university and learn English have positive attitudes towards learning English.5,6,7 This can be one positive factor that will help the program improve the students’ English proficiency. Resources There are currently 15 teaching staff for the department and the majority of them have the English Language Teaching qualification, while some have non English Language Teaching qualification. The teaching staff are all English non-native speakers but they have had trainings abroad or in English language institutions. There are three reasons why the department do not have any English native-speaking teachers. The first one, the most obvious, is that the limited fund for the department each year makes it quite impossible to have even one English native-speaking teacher. The different standard of salary between the two is quite big. The second is because having English non-native-speaking teachers will help the students to be more open to the kinds of English that the world have today rather than the British, the Australian or the American English.8 Finally, having English non-native speakers will make it easier
Ellen Bialystok, “Cognitive experience of bilingualism: how linguistic experience leads to cognitive change,” International Journal of Bilingual Education and Bilingualism 10, no. 3 (2008), 215 4 Colin Baker, Foundations of Bilingual Education and Bilingualism, (Bristol, UK: Multilingual Matters, 2010), 174 5 Samsi Hasan, Attitudes of Indonesian undergraduate students towards English: Implication for ESL instruction. (Unpublished Master Thesis) 6 Martin Lamb, “Integrative motivation in a globalizing world,” System 32, no. 1 (2004). 7 Fenty L Siregar, “The language attitudes of students of English literature and D3 English at Maranatha Christian University toward American English, British English and Englishes in Southeast Asia and their various contexts of use in Indonesia,” Philippine ESL Journal, 4 (2010). 8 Braine, “A history of research on non-native speaker English teachers,” in Non-native language 3
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for the students to understand explanations since the teachers are flexible in providing help through translanguaging. The department also has two language laboratories and sufficient equipment that supports teaching and learning process such as classes, LCD, chairs and whiteboards. However, one of the challenges that might occur is the number of students that a class should have during the program. Although there is no “statistically significant effect” of class size on students’ achievement9, research shows some disadvantages of having a class that is too large (40 students or more) or too small (less than 10 students), including difficulties in setting up activities in the classrooms, difficulties in managing the classrooms, and difficulties in getting to know more about the students personally.10 Therefore, the program is expected to have not more than 20 students per class to facilitate both the teachers and students for easier learning and English language acquisition.
BILINGUALISM AND MULTILINGUALISM Bi/multilingualism is a global phenomenon. Most countries in the world have speakers of more than one language. In fact, there are more bi/multilinguals in the world than monolinguals.11,12 Multilingual, specifically, refers to “the individual’s ability to use, and his alternate use of, two or more codes (languages, dialects, or other language-varieties)”.13 Although this definition comes from the 1970s, its implication is still very much applicable to the current situation in Indonesia because the majority of Indonesians are multilinguals and we are able to choose and switch to the language or dialect which is most appropriate for the situation and whom we are interacting to.14 15 16
In the case of the program’s intended participants, almost all of them are able to speak Indonesian, Javanese and/or Madurese (depending on where they come from), and English and/or Arabic. Most of them are simultaneous bilinguals in regards to how they acquire the first two or three languages (Javanese/Madurese and Indonesian).
teachers: Perceptions, challenges, and contributions to the profession, ed. E. Llurda.U. (SA: Springer Science+Business Media, Inc, 2005), 22 9 Caroline M Hoxby, “The effects of class size on students achievement: the evidence from population variation,” The Quarterly Journal of Economics, 115, no. 4 (2000) 10 Virginia LoCastro, “Teaching English to large classes – Large classes and student learning,” TESOL Quarterly, 35, no. 3 (2001), 494 – 495. 11 Francois Grosjean, “The bilingual individual,” Interpreting, 2, no 1-2 (Grosjean, 1997 and Sridhar, 2006) 12 Kamal K Sridhar, “Societal multilingualism,” in Sociolinguistics and language teaching, ed. S. L. McKay & N. H. Hornberger. (New York: Cambridge University Press). 13 Amran Halim, “Multilingualism in relation to the development of bahasa Indonesia,” RELC Journal, 2 no 4 (1971), 5. 14 Zane Goebel, “When do Indonesians speaks Indonesian? Some evidence from inter-ethnic and foreignIndonesian interactions and its pedagogic implications,” Journal of Multilingualism and Multicultural Development, 23no. 6 15 Halim, 1971 16 Adrian Kirkpatrick, “English as an Asian lingua franca and the multilingual model of ELT,” Language Teaching, 44 no. 2 (2011)
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Intensive English for Academic Purpose Program (IEAP): A Proposal for Effective English Language Learning Program for Efl Students in English Education Department IAIN Sunan Ampel Surabaya
They acquire the languages since they were infants because they lived in multilingual endogenous communities, a community where “two or more languages are used on an everyday basis”.17 As for Arabic, most of the students graduated from Islamic schools and Islamic boarding houses (pesantren) where Arabic (and/or English) is used as the main instructional language during the teaching and learning processes.18 However, there are varieties in terms of the students’ literacy in each language. Grosjean mentioned that most of bi/multilingual speakers have unequal fluency in their languages.19 There are varieties in accents, ability to write, read and speak, as well as comprehension. Some research shows that many secondary school graduates are still weak in sentence structure20, vocabulary acquisition21, and grammatical competence22. This suggests that it is necessary for the future program to provide the students with practices and exercises in general English to review as well as improve their BICS. In addition to BICS, more research shows that many Indonesian university students also need to improve their CALP (Cognitive/Academic Language Proficiency) in order to succeed during their study in university.23, 24 While BICS is the language that we use in daily conversation, it is CALP that is necessary when it comes to understanding and discussing content in academic situations. CALP includes the vocabulary and pattern of thinking skills that are used for analysing and synthesising.25 The intended participants of this program will become elective bilinguals because they chose to learn English in the department. Most of them might want to become English language teachers while some others might want to pursue other occupations using the English language proficiency that they hope to get from the study. Whichever the basic reasons are, these students learn English without the fear of losing their first (and/or second) language. As one of the definitions of multilingual is ‘able to use the language(s)’, both BICS and CALP are necessary for these students because lacking in one of them, especially CALP, will not make them a proficient English language user during their academic study or in their future teaching profession. Based on the explanation above, it is quite ambitious for this program to attempt to create balanced bilinguals (in English and Indonesian) because of the limited time available. However, it is necessary that the program has a definition of bilingualism that it tries to create. Therefore, adapting Baker’s four abilities table, a definition of
Baker, 4 Ronald A Lukens-Bull, “Two sides of the same coin: modernity and tradition in Islamic education in Indonesia,” Anthropology and Education Quarterly, 32 no. 3 (2001), 353 – 355. 19 Grosjean, 163 20 Artanti Puspita Sari, “Female EFL learners’ request realization in relation to their ethnic backgrounds,” TEFLIN Journal: A Publication on the Teaching and learning of English, 21 no. 1 (2010). 21 Ari Nurweni and John Read, “The English vocabulary knowledge of Indonesian university students,” English for Specific Purposes, 18 no. 2 (1999). 22 Rahman, “Gambaran tingkat penguasaan materi kurikulum Bahasa Inggris lulusan Sekolah Menengah Umum di Sulawesi Selatan. Jurnal Bahasa dan Seni, 33 no. 1 (2005). 23 J Ibrahim, “The implementation of EMI (English medium instruction) in Indonesian universities: Its opportunities, it’s threats, its problems and its possible solutions,” Proceedings in 49th International TEFLIN Conference (2001) 24 P Raja, “Should we teach English early? (Some considerations),” TEFLIN Journal: A publication on the teaching and learning of English, 12 no. 1 (2001) 25 Baker, 174 – 175 17 18
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bilingual for the program is a person who covers two dimensions of productive and receptive skills, both orally and literally, for the daily and academic domains. This definition will be broken down into criteria of assessment for the students, which will be explained later in this essay. To achieve the goal of creating bilinguals, it is necessary that the program is designed based on the most common characteristics of the students so that it will suit their learning and help them pursue their long term goals.
THE PROGRAM As has been mentioned earlier, the program is designed as a starting point to help the students improve their CALP so that they will survive during their study in the university and their future teaching career as well as to review and practice their BICS that they have acquired during secondary schools. The program is called the Intensive English for Academic Purpose Program (IEAP). It is an adaptation from similar program held by an English language centre in Denpasar as preparation for people who want to continue their study in a university outside of Indonesia (most commonly is to Australia and the United States). This program is designed to promote individual bilingualism in English language for the intended participants. It has a monolingual focus, which means that the language promoted and used throughout the lessons is English, not Indonesian or one of the local languages in the area. It is different from class bilingualism because in class bilingual education, the first language of the students overlaps with the target language, while in IEAP classes, the home language is not promoted or used during lessons.26 Based on Baker’s ten typology of bilingual education, IEAP program is considered to be one of the “strong forms of bilingual education for bilingualism and biliteracy”,27 which is the immersion program. The characteristics of the program includes: (1) the majority of the students are literate in one or two majority languages in East Java (Indonesian and Javanese); (2) the language used in the classroom is English, with limited translaguaging in the case of meaning-making between teachers and students or among students themselves; (3) one of the aims of the program is to enrich the students’ knowledge on academic English, and (4) the program itself encourages the students to become bi/multilingual in English through an English monolingual program.28 The IEAP program is intended to last for six months (one semester) in the start of each academic year for freshmen to enrol. The students will attend the classes five days a week. This time frame is based on the consideration that one of the key concepts in the acquisition of a second or third language is the quantity and quality of input.29 The more frequent that the students encounter and practice the language, the higher the probability that they will be able to know how and when is the most appropriate to use
Donna Starks, “EDU5BLE: Bilingual education” [PowerPoint Slides] (2012) Baker, 215-216 28 Baker, 216 29 Jim Cummins, “Interdependence of first- and second-language proficiency in bilingual children,” in Language processing in bilingual children, ed. Ellen Bialystok. (Cambridge, UK: Cambridge University Press, 1991), 70. 26
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Intensive English for Academic Purpose Program (IEAP): A Proposal for Effective English Language Learning Program for Efl Students in English Education Department IAIN Sunan Ampel Surabaya
what language (in terms of words choices, grammar, and language functions). There is a probability that the students will get bored or even frustrated with the sudden change (from secondary schools which use mainly Indonesian, to the start of university with English immersion), therefore at the initial stage of the program, review and practice on BICS will be the emphasis and then the focus will change gradually for CALP improvement after several weeks of the program. To avoid frustration, translanguaging will also be used in class although it is limited to meaning making. Translanguaging, specially used in pedagogical practice, refers to “the ability … to shuttle between languages, treating the diverse languages that form their repertoire as an integrated system”.30 It is a “discursive practices”31 in which bi/multilinguals participate in order to understand meanings expressed in different languages (the language that is being learned). The use of English will be limited in the class, while outside the classroom (the lessons) the students are free to choose whether to use Indonesian (for easier communication) or English (to practice what they have learned in class). The IEAP program has four main ideologies: 1. To deepen understanding of the language and culture. This is the main purpose of the program which intends to improve the students CALP for better achievement during their study. The program also intends to improve the students’ knowledge on the cultural issues in academic English especially the one which related to plagiarism. These two aims are significant because, as Cook and Liddicoat suggest, they will make the students to become more aware of the range of strategies that are used by English native speakers to express their thoughts, and thus, will help them comprehend English texts (oral and written) better.32 2. To make the students able to communicate in wider chances and possibilities. The hegemony of English as the language of the world surely affects every English language program. This program is designed so that the students will be able to express their ideas in ways that more people will acknowledge. 3. To privilege the students so that they become special, that they are known to be able to communicate in English. This ideology is to support the fourth ideology, that is: 4. To provide language skills “which are marketable”33 so that the students will get employment after they graduate. These ideologies cover not only the department’s expectation of the program and the students, but also the students’ parents who want their children to be better people and to get good jobs. Apart from these evident ideologies, the program is also given a hidden expectation from the institution. It is expected that the program will
Suresh Canagarajah, “Codemeshing in academic writing : Identifying teacheable strategies of translanguaging,” The Modern Language Journal, 95 no. 3, 401. 31 Ofelia Garcia, Bilingual education in the 21st century: A global perspective. (Oxford: Wiley-Blackwell, 2009) 32 Cook and Liddicoat (2002) as stated in Linda Yates, “Pragmatic challenges for second language learners,” in Pragmatics across languages and cultures, ed. A. Trosborg. (New York: Walter de Gruyter GmbH & Co, 2010), 288. 33 Baker, 214 30
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help improve the students’ English and, after they graduate, their opportunities to get employment. The department and institution view this as a prospect for bringing the name of the department and institution to be recognized by the society. From the explanations of different ideologies and expectations, is it clear that the program is designed to encourage bi/multilingualism as a resource. Being a bilingual is an asset for the students, the department, and the society. Challenge The IEAP program faces the challenge in that the knowledge the students get from the class might hardly be relevant to the life outside the class. The link between the knowledge and the real world is often obstructed by sociocultural norms and beliefs. One very simple example is that, in Java, there is a hidden ‘judgement’ that using English with friends outside classroom where other people use Indonesian or Javanese is considered as a ‘show off’. Javanese tend to ‘understand’ the need of using English when it comes in context such as classroom, talking with foreigners in tourism areas, or in seminars, but not out in the public. The effect is more likely to be the limited use of English only during lessons and classrooms. Therefore, sufficient practice and language learning material should be well planned in the program. It is, indeed, a very ambitious program because it attempts to improve the students CALP in just six months. However, if the program is designed properly and taking the characteristics of the students as multilingual speakers, their English learning background as well as the resources available in the department into account, students with better preparation in using English is a feasible ambition.
ASSESSMENT Brisk (1999) puts forward that “success is measured by outcomes”.34 It is thus very crucial that the program has a well-designed assessment system which measures the students’ results of the study fairly and accurately. The assessment in this program has formative aim and summative aim. According to Baker, formative assessment provides descriptions of the students’ language development during the program.35 It provides two indicators: 1. For the students so that they know how they are doing during the program and whether they need to put more effort in learning the materials. 2. For the teachers and the department so that they know whether the design is suitable for the students or changes should be made for the next 12 weeks in terms of teaching techniques, materials for the students, and the facilities for the program itself. The assessment will be held once in the middle of the program, that is, on week 12, in the form of language proficiency test and students’ portfolios.
Maria Estela Brisk,”Quality bilingual education: Defining success,” LAB Working Paper, Symposium on Language Policy, Bar Ilam University, Israel.(1999), 2. 35 Baker, 22
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The second assessment is the summative assessment. It provides indications of students’ achievement at the end of the IEAP program. The summative assessment will be in the form of a criterion-referenced language proficiency test in which the results will be given to the students in the form of feedbacks and profiles on their strengths and weaknesses. For this summative assessment, the criteria from the Common European Framework of Reference for Languages (CEF) are adapted to suit the definition of bilingualism in this program. The decision to adapt CEF is based on the consideration that CEF, when broken down into more specific criteria, seems to be able to provide a clearer way to interpret students’ actual language ability especially when it is related to academic language use.36 For this program Level Independent B2 of CEF is used in combination with the definition of bilingual for the program. Thus, the criteria of the outcomes for the program will be: 1. Receptive skills – listening and reading: students are able to understand the main ideas of complex oral and written text, on both concrete and abstract topics, including some technical terms and discussion in education 2. Productive skills – speaking and writing: students are able to produce clear, detailed texts, oral and written, on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options 3. Conversational ability – students are able to interact with a degree of fluency and spontaneity. There is a possibility that the measurement will be quite challenging not only for the students but also for the administrators as well as the lecturers, thus, it is necessary that they are introduced to this criteria so that they will be well prepared. Try-out(s) should also be conducted.
ARE THE STUDENTS BILINGUALS? By the end of the program, it is expected that the students have better English language proficiency and improved CALP. It is expected that when asked the question “Are you bilingual?”, the students will answer “Yes, I am bilingual because I can speak and write in English, understand what people are saying when they speak in English, and can express my ideas using English, although it is still not perfect and I still need to learn more.” This answer reflects the fact that “an individual’s two languages [or more] are never static but ever changing and evolving”.37 This program is a starting point of the students’ learning through the university, thus, it is important to make them more aware of their language proficiency, their weaknesses as well as strengths so that they know exactly how they can best make use of their bilingual ability in their fields of interests.
Council of Europe. Survey on the use of the Common European Framework of Reference for Languages (CEFR): Synthesis result. (2005), 3. 37 Baker, 17 36
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REFERENCES: Baker, C. (2010). Foundations of Bilingual Education and Bilingualism. Bristol, UK: Multilingual Matters. Bialystok, E. (2008). Cognitive experience of bilingualism: how linguistic experience leads to cognitive change. International Journal of Bilingual Education and Bilingualism, 10(3), pp. 210 – 223. DOI: 10.2167/beb441.0 Braine, G. (2005). A history of research on non-native speaker English teachers. In E. Llurda (Ed), Non-native language teachers: Perceptions, challenges, and contributions to the profession (p. 13 – 22). USA: Springer Science+Business Media, Inc. Brisk, M. E. (1999). Quality bilingual education: Defining success. LAB Working Paper, Symposium on Language Policy, Bar Ilam University, Israel. Retrieved from: http://www.alliance.brown.edu/pubs/Defining_Success.pdf Canagarajah, S. (2011). Codemeshing in academic writing : Identifying teacheable strategies of translanguaging. The Modern Language Journal, 95(3), pp. 401 – 417. DOI: 10.1111/j.1540-4781.2011.01207.x Council of Europe. (2005). Survey on the use of the Common European Framework of Reference for Languages (CEFR): Synthesis result. Retrieved from: http:// www.coe.int/t/dg4/linguistic/Source/Surveyresults.pdf Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children, (pp. 70 – 89). Cambridge, UK: Cambridge University Press. Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford: Wiley-Blackwell. Goebel, Z. (2002). When do Indonesians speaks Indonesian? Some evidence from inter-ethnic and foreign-Indonesian interactions and its pedagogic implications. Journal of Multilingualism and Multicultural Development 23(6), pp. 479 – 489. DOI: 10.1080/01434630208666481 Grosjean, F. (1997). The bilingual individual. Interpreting 2(1-2), pp. 163 – 187. Retrieved from: http://0-www.swetswise.com.alpha2.latrobe.edu.au/FullTextProxy/swpr oxy?url=http%3A%2F%2Fopenurl.ingenta.com%2Fcontent%2Fswetsnet-4.1 .775942a35773855d1457a796e6cd72dd%3Fgenre%3Darticle%26issn%3D13 84-6647%26volume%3D2%26issue%3D1%26spage%3D163%26epage%3D 187%26aulast%3DGrosjean&ts=1339456119963&cs=2421456741&userNa me=5614023.ipdirect&emCondId=5614023&articleID=155542251&yevoID =3220295&titleID=461538&referer=1&remoteAddr=131.172.36.24&hostTy pe=PRO&swsSessionId=q06wWBld2oAjInqSBMe5AA__.pasc2 Halim, A. (1971). Multilingualism in relation to the development of bahasa Indonesia. RELC Journal 2(4), pp. 4 – 19. DOI: 10.1177/003368827100200202. Hasan, S. (1998). Attitudes of Indonesian undergraduate students towards English: Implication for ESL instruction. (Unpublished Master Thesis). International Islamic University Malaysia. Retrieved from: http://www.lib.iium.edu.my/ 10
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mom2/cm/content/view/view.jsp?key=gjkpAkcLVmM4Xn91L8qtZCXSeBF Xl7UD20041020000000000. Hoxby, CM. (2000). The effects of class size on students achievement: the evidence from population variation. The Quarterly Journal of Economics, 115(4), p. 1239 – 1285. DOI: 10.1162/003355300555060. Ibrahim, J. (2001). The implementation of EMI (English medium instruction) in Indonesian universities: Its opportunities, it’s threats, its problems and its possible solutions. Proceedings in 49th International TEFLIN Conference, pp. 121 – 137. Retrieved from: http://puslit2.petra.ac.id/ejournal/index.php/ing/ article/shop/15479/15471. Kemp, C. (2009). Defining Multilingualism. In L. Aronin and B Hufeisen (Eds.) The Exploration of Multilingualism. Amsterdam: John Benjamins Publishing Company, pp. 11 – 26. Kirkpatrick, A. (2011). English as an Asian lingua franca and the multilingual model of ELT. Language Teaching 44(2), pp. 212 – 224. Retrieved from: http://0proquest.umi.com.alpha2.latrobe.edu.au/pqdweb?index=0&did=2273237961 &SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&V Name=PQD&TS=1339457470&clientId=20828 Lamb, M. (2004). Integrative motivation in a globalizing world. System 32(1), pp. 3 – 19. DOI: 10.1016/j.system.2003.04.002 Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. Makara, 12(1), pp. 9 - 20. Retrieved from: http://repository.ui.ac.id/ contents/koleksi/2/a686943f346c79c2775c7b10544902dd6037b0f3.pdf LoCastro, V. (2001). Teaching English to large classes – Large classes and student learning. TESOL Quarterly, 35(3), pp. 493 – 496. Retrieved from: http://0-www. jstor.org.alpha2.latrobe.edu.au/stable/pdfplus/3588032.pdf?acceptTC=true Lukens-Bull, R. A. (2001). Two sides of the same coin: modernity and tradition in Islamic education in Indonesia. Anthropology and Education Quarterly 32(3), pp. 350 – 372. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1525/ aeq.2001.32.3.350/pdf. Nurweni, A. & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for Specific Purposes 18(2), pp. 161 – 175. DOI: 10.1016/S0889-4906(98)00005-2 Rahman, M. A. (2005). Gambaran tingkat penguasaan materi kurikulum Bahasa Inggris lulusan Sekolah Menengah Umum di Sulawesi Selatan. Jurnal Bahasa dan Seni 33(1), p. 118 – 128. Retrieved from: http://sastra.um.ac.id/wp-content/ uploads/2009/10/Gambaran-Tingkat-Penguasaan-Materi-Kurikulum-BahasaInggris-Lulusan-Sekolah-Menengah-Umum-di-Sulawesi-Selatan-M.-AsfahRahman.pdf Raja, P. (2001). Should we teach English early? (Some considerations). TEFLIN Journal: A publication on the teaching and learning of English, 12(1). Retrieved from: http://journal.teflin.org/index.php/teflin/article/viewFile/40/135.
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Ana Nurul Laila State Institute for Islamic Studies (IAIN) Sunan Ampel Surabaya
Sari, A. P. (2010). Female EFL learners’ request realization in relation to their ethnic backgrounds. TEFLINJournal: A Publication on the Teaching and learning of English, 21(1), pp. 41 – 56. Retrieved from: http://www.journal.teflin.org/ index.php/teflin/article/view/210/152 Siregar, F. L. (2010). The language attitudes of students of English literature and D3 English at Maranatha Christian University toward American English, British English and Englishes in Southeast Asia and their various contexts of use in Indonesia. Philippine ESL Journal 4, pp. 66 – 92. Retrieved from: http://www. philippine-esl-journal.com/V4_A4.pdf. Sridhar, K. K. (2006). Societal multilingualism. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching (p. 47 – 70). New York: Cambridge University Press. Starks, D. (2012). EDU5BLE: Bilingual education [PowerPoint Slides]. Retrieved from: Department of Education, Latrobe University, LMS web site: https:// lms.latrobe.edu.au/course/view.php?id=18608. Yates, L. (2010). Pragmatic challenges for second language learners. In A. Trosborg (Ed.), Pragmatics across languages and cultures, (pp. 287 – 308). New York: Walter de Gruyter GmbH & Co.
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IJET Indonesian Journal of English Teaching Volume 1, Nomor 2, January 2013
