This document provides a summary of the history and current state of English language teaching (ELT) in Japan and Indonesia. It discusses how ELT was initially introduced and the various curriculum and methodology changes that have occurred over time in both countries. Some key points include: - ELT was introduced in Japan in the 1950s and shifted from grammar translation to communicative language teaching in 1999. - Efforts to improve ELT in Japan include establishing team teaching with native English speakers, reducing class sizes, and creating special "Super English" high schools. - In Indonesia, ELT began with Dutch but shifted to English in 1955. The curriculum has changed over time, moving towards a more competency-based and student

1. Ihsan Ibadurrahman
University Of Tsukuba

2. ELT in Japan: A brief history
• Foreign language activities here refer to the teaching of
English, however in international or missionary schools other
languages might be taught
• English is introduced as „foreign language activities‟ in a
primary school, in the fifth and six grade, one hour (45 min) a
week or 35 hours a year.
• English as a subject began to be taught in lower secondary
school. In upper secondary, it is subdivided into 7 subjects,
with “English Communication I” being the compulsory one.
• Since 1999, the teaching of English has moved from the
traditional grammar translation method to the more modern
communicative language teaching (Hirasawa, n.d.).
Foreign Language Activities in Japan

3. ELT in Japan: A brief history
• Efforts have been put forth in order to improve English
teaching and education in Japan, such as:
• Establishing team teaching in cooperation with Assistant
Language Teachers (ALT) and native English speakers.
• Increasing the number of English teachers and making the
size of the class smaller.
• Creating a Super English language high schools, which use
the medium of English to teach other subjects and hire
native speakers of English.
Foreign Language Activities in Japan

4. Assistant Language Teachers (ALT)
• ALT, initiated by JET program (Japanese Exchange and
Teaching Program), is a foreign national who assists
Japanese teachers in teaching foreign language subjects.
• Usually those who apply for ALT are college graduates,
but are not yet certified teachers, they are not required to
have any prior teaching experience or ESL training.
• Their main duty is to help Japanese teachers of English to
deliver lessons in the classroom, and may be involved in
lesson planning and other language teaching tasks (such
as reading aloud the vocabulary cards, or checking
written work).
Foreign Language Activities in Japan

5. Methods of Super English
Language High Schools
• Teaching English through English-medium and minimizing the
use of the mother tongue in class
• Moving away from grammar-translation and toward task-based
activities
• Choosing texts and arranging tasks considering background
knowledge and experience
• Making available English information resources (books,
publications, Web sites, etc.) as needs arise
• using project based-learning (PBL) method which require
research, writing and presentation skills
• Implementing an extensive reading program
Foreign Language Activities in Japan

6. Rationale
• Rationale for the teaching of English in Japan:
• English as international language
• Global demand for English communication
• Global trend of English education at primary schools
• To set international perspective
• The aim is to enable students to be able to communicate
effectively in English, while developing the language and
cultures through various activities.
Foreign Language Activities in Japan

7. Objectives of English Teaching
• The objectives of English teaching is to enable students to
communicate effectively, deepening students‟
understanding of language, its culture, and fostering a
positive attitude toward English communication.
• Two views are emphasized in English Teaching:
culturalism and pragmatism.
• Culturalism will enable students to cultivate themselves in
the language learned.
• Pragmatism will make it possible for students to use the
learned languages in real situations.
Foreign Language Activities in Japan

8. The initial period of ELT
• Beginning in 2002, English conversation was introduced
in primary schools so that students may get used to the
foreign languages, and their cultures. However, since
these language activities were up to the schools to create,
contents and frequency of activities vary.
• With the new course of study implemented in 2011, it
remedied the problem and these “English activities” were
executed in all public primary schools in Japan for the
fifth and sixth grade, an hour a week.
Foreign Language Activities in Japan

9. Characteristics of English Activities
• In these English activities, textbooks are not used,
supplementary materials are used instead.
• Teachers are not to evaluate students‟ progress.
• Home room teachers are in charge, with Japanese
teachers of English and native English teachers
sometimes joining the class.
Foreign Language Activities in Japan

10. Class hours
• Primary: 1 hour a week / 35 hours a year
• Lower secondary : 4 hours a week /140 hours a year
• Upper secondary: Credit based, 1 credit is 35 hours (one unit
hour is 50 minutes):
• Basic English Communication: 2 credits
• English Communication I : 3 credits
• English Communication II : 4 credits
• English Communication III : 4 credits
• English Expression I: 2 credits
• English Expression II: 4 credits
• English Conversation: 2 credits
Foreign Language Activities in Japan

11. Textbook
• Textbooks are first compiled by private publishers and
later endorsed by MEXT.
• Textbooks for lower secondary schools cover the four
skill, including language functions and grammar that are
systematically arranged.
Foreign Language Activities in Japan

12. Language functions
• Fixed expressions: Greetings, Self-introduction, talking on the
phone, traveling, etc.
• Real life situations: Home life, School, local events.
• Facilitating communication: Addressing, Nodding, Asking for
repetition, Repeating, etc.
• Expressing emotions: Gratitude, Complaining, Praising,
Apologizing, etc.
• Transmitting information: Explaining, Reporting, Presenting,
Describing, etc.
• Expressing opinions and intention: Offering, Promising,
Giving Opinions, Agreeing, Disagreeing.
• Encouraging: Asking questions, Requesting, Inviting, etc.
Foreign Language Activities in Japan

13. Grammatical Items
• Sentences
• Structures
• Pronouns
• Verb Tenses
• Comparative forms
• To-Infinitives
• Gerunds
• Adjectival use of present and past participles
• Passive Voice
Foreign Language Activities in Japan

14. Issues
• Homeroom teachers‟ lack of English; stemmed from the lack
of initial teacher preparation and in-service teacher training.
• Transition between English taught at primary and secondary
school; there should be a syllabus connecting the two.
• No evaluation conducted in primary schools.
• Japanese university exam still relies on grammar translation
approach rather than the communicative one (Hirasawa, n.d.).
• Students‟ poor attitude towards English learning in general
(Reesor, 2003).
Foreign Language Activities in Japan

15. Foreign Language Activities in Japan
Kernan (2004) as cited in
Hirasawa (n.d.)

16. ELT in Indonesia: A brief history
• Initially Dutch was taught as a foreign language in primary and secondary
education in private schools, English replaced Dutch in 1955.
• 1945: grammar translation-based curriculum
• 1958: audio-lingual based-curriculum, language laboratory introduced.
• 1975: revised audio lingual-based curriculum, more systematic as it includes
teaching objectives, materials, approaches and evaluation.
• 1984: structure-based communicative curriculum, oral-based instruction.
• 1994: meaning-based communicative curriculum, the ability to
communicate in the four skills, integrated assessment
• 2004: competency-based curriculum, learner-centered learning, emphasis on
learning outcomes akin to TBL.
• 2006: local authority to design a curriculum, teachers are given more control
over the learning materials that best suits their learners‟ needs.
• 2013: competence-based, scientific, thematic, character building.
• English teaching has long been aimed towards a mastery in Academic
English (Sahiruddin, 2013) reflected by the heavily weighed reading
passages in its national exams (Please see Sudjono, 2011).
Foreign Language Activities in Indonesia

17. Aims of The New 2013 Curriculum
• To instill character and morality into the subject so that
students will become a good Indonesian citizen who are
“mentally tough, physically healthy, tolerant and willing to live
in harmony with others of different religion, race, and tribe”.
(Wikispaces, 2014)
• To improve and balance soft skills and hard skills which
include these three aspects: attitude, skills, and knowledge.
• to be able to enable students to become a language explorer,
exploring text resources available within their surroundings,
finding hidden meanings in the text, tackling unknown words,
and being able to communicate their thoughts.
Foreign Language Activities in Indonesia

18. Rationale
• Reasons for such policy:
• English as international language
• The era of mass of communication and globalization
• To be able to grasp knowledge from outside and
communicate worldwide
Foreign Language Activities in Indonesia

19. Characteristics of ELT
• Students take a more active role in discovering the
language and the learning resources for themselves
• teachers take on a facilitator role, directing resources
(rather than giving answers)
• A typical lesson plan should make students:
• Observe, Question, Associate, Do Experiment,
Communicate.
• See the classroom video in action here.
• Authentic assessment through portfolio assessment.
Foreign Language Activities in Indonesia

20. Class Hours
• English is no more taught in primary schools.
• Lower secondary schools – 4 hours
• Upper secondary schools – 2 hours, and 3 extra hours for
language students of X grade, and another 4 extra hours
for language students of XI and XII grade.
Foreign Language Activities in Indonesia

21. Textbooks
• Government decides the curricula, publishers use the
syllabus from the curricula to make the textbook, and
publishes it nationwide.
• Schools are free to choose which textbook to use, but the
new curriculum enforces teachers to be creative in
providing additional resources for the students to explore.
Foreign Language Activities in Indonesia

22. Materials for Compulsory
English program
• Functional Text: Notice, Greetings cards, Short
messages, Invitation letters, announcements, labels,
advertisements, letters.
• Genre text: Descriptive, narrative, procedure, recount,
report, explanation, discussion, analytical exposition,
review.
• Functions: Self introduction, Introducing others,
Greetings, Invitation, Appointment, Expressing
happiness, Sympathy, Giving instructions, Thanking
Appreciating, Congratulating, Surprising, Unbelieving,
and so on.
Foreign Language Activities in Indonesia

23. Materials for Language program
• Public Speaking: Master of Ceremony
• Show Presenter (Host)
• News Reader
• Public Speaking: Speech
• Debate
• Presentation
• English song
• Contemporary Poetry
• Film
• Contemporary Drama
• English song
• Novel
• Figurative Languages
Foreign Language Activities in Indonesia

24. Issues
• Immeasurable assessment (Hapsari, 2013)
• Evaluation: non-communicative exam (Musthafa, 2001;
Sahiruddin, 2013)
• Marcellino (2008) mentions:
• Teacher‟s lack of English competence
• Students‟cultural values make them passive learners
• Classroom size
• Time allocation
• Lack of Resources
• Sahiruddin (2013) also adds:
• Students‟lack of motivation
• Poor attitude towards language learning
Foreign Language Activities in Indonesia

25. Recommendations
• Such overhauled system of education might take some getting
used to, teachers might do well to keep themselves updated
with the new system through workshop, training, research, and
reading related literature.
• TEFLIN (2013) recommends:
• Revising the assessment indicators that are easily measurable
(honesty -> plagiarism)
• Socializing the new curriculum that is more conceptual
• Competency should be systematically graded.
• Hapsari (2013) suggests two aspects by which language can
easily be measured: Culture as local wisdom, Culture as
product of interaction.
Foreign Language Activities in Indonesia

26. References
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Retrieved 21:31, May 7, from
http://internationaleducation2012.wikispaces.com/Addressing+the+2013+curriculum+in+Indonesia
• Assistant Language Teacher. (2014, April 27). In Wikipedia, The Free Encyclopedia. Retrieved 20:53, May
4, 2014, from http://en.wikipedia.org/w/index.php?title=Assistant_Language_Teacher&oldid=606090261
• Elemen Perubahan Kurikulum. (n.d.) Retrieved 20:20, May 9, 2014 from:
http://sertifikasi.fkip.uns.ac.id/modul/1%20Materi%20KPPG%20&%20Kurikulum%202013/1.2%20Eleme
n%20Perubahan%20Kurikulum%20Rev.pdf
• Fadel, F. (2013). Peta materi-bahasa-inggris-sma-sesuai-standar-isi. In Slideshare. Retrieved 16:44, May
10, 2014, from http://www.slideshare.net/FadliFadel/peta-materibahasainggrissmasesuaistandarisi
• Hapsari, A. (2013). Making sense the character building in the curriculum framework: Conceptualizing
culture as a local wisdom and culture as the product of interaction. Proceedings 60th TEFLIN International
Conference 2013, pp. 360-364.
• Hedina, R. (2013). Materi Bahasa Inggris SMP. Retrieved 16:46, May 10, 2014 from http://www.materi-
bahasa-inggris-smp.com/
• Hirasawa. H. (n.d.)
• Marcellino, M. (2008). English Language Teaching in Indonesia: A Continuous challenge in Education and
Cultural Diversity. TEFLIN Journal, Vol. 19-1.
• Musthafa, B. (2001). Communicative Language Teaching in Indonesia: Issues of Theoretical Assumptions
and Challenges in the Classroom Practice. TEFLIN Journal: A publication on the teaching and learning of
English, Vol. 12-2.
• Murata, Y., and Mitsuru Yamaguchi. (2010). A Bilingual Text: Education in Contemporary Japan – System
and Content -. Tokyo: Toushindo Publishing.

27. • Pujo, T. (2013). Contoh RPP Bahasa Inggris kurikulum 2013 versi PLPG, In Slideshare. Retrieved
21:59, May 9, 2014 from: http://www.slideshare.net/tape/contoh-rpp-bahasa-inggris-kurikulum-2013-
versi-plpg
• Pembelajaran Kurikulum 2013 Saintifik - Bahasa Inggris Wajib. (2013). In YouTube. Retrieved 20:05,
May 8, 2014 from: https://www.youtube.com/watch?v=cmISI6f4aQw
• Pokok Pikiran dan Rekomendasi Kurikulum 2013. (2013, February 18). Teflin Focus-Group Discussion.
Retrieved 21:11, May 9, 2014 from
http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/196706091994031DIDI_SUKY
ADI/POKOK%20PIKIRAN%20DAN%20REKOMENDASI%20Kurikulum%202013%20final.pdf
• Reesor, M. (2003). Japanese attitude to English: Towards an Explanation of poor performance. NUCB
Journal of Language Culture and Communication, Vol V-2, 2003, pp. 57-65.
• Sahiruddin. (2013). The Implementation of the 2013 Curriculum and the Issues of English Language
Teaching and Learning in Indonesia. The Asian Conference on Language Learning 2013 Official
Conference Proceedings, Osaka Japan.
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Examination in Indonesia, National Center Test for Universtity Admissions in Japan and National
Selections for State University Admissions in Indonesia. Final Program Report of the 30th In-Service
Training Program for Overseas Teachers (October 2009 - March 2011). Pp. 7-42.
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References