DICO-JALF v.1.0: Diponegoro Corpus of Japanese Learners as a Foreign Language in Indonesia with AI Error Annotation and Human Supervision

: This article presents the teaching constraints of English as a Foreign Language (EFL) in the Indonesian Senior High School context outlined by the development of recent English curriculum (school based curriculum). It discusses teaching constraints of EFL speaking in recent school based curriculum, constraints on understanding learners’ differences, constraints in learning material resources, constraints on classroom activities, constraints on teaching methods, and constraints on speaking assessment. Based on the discussion, this article also provides some solutions on what teachers of EFL speaking can do in order to achieve a higher quality of EFL speaking teaching and to improve the speaking skill of EFL students in Indonesia. Finally, the issue of the contribution of inserting learners’ differences in curriculum design to promote independent or successful learners becomes important in the implementation of school-based curriculum as current curriculum with focusing on learner centered instruction in large and mixed ability class and in other old paradigms in EFL teaching and learning in Indonesia. Key words: Teaching constraints, English as a Foreign Language, learner differences, and school-based curriculum in Indonesia. About the Authors: Karim Mattarima is a Ph.D. Candidate at the Faculty of Education UTM (Technology University of Malaysia) in Johor Bahru, Johor, Malaysia; and Assoc. Prof. Dr. Abdul Rahim Hamdan is a Senior Lecturer at the Faculty of Education UTM. They can be reached at: karimmattarima@yahoo.co.id How to cite this article? Mattarima, Karim & Abdul Rahim Hamdan. (2011). “The Teaching Constraints of English as a Foreign Language in Indonesia: The Context of School Based Curriculum” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.4, No.2 [November], pp.287-300. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (September 4, 2011); Revised (October 7, 2011); and Published (November 20, 2011).

The fact that foreign language instruction cannot be separated from the foreign cultural domain and that the students come from other cultural domains, needs to be seen as an entry point to promote intercultural communication in the practice of teaching a foreign language in Indonesia, including the English language. This particular study, however, describes the process of integrating one aspect of the Indonesian cultural domain, that is Indonesian character, into English teaching materials. In particular, it tries to answer the questions of types of character to be integrated and how to integrate Indonesian and Western character into English language teaching materials. This was a qualitative study conducted in Yogyakarta Province. This study explores the curriculum and commonly used English textbooks for 10th Grade of senior high schools. The study revealed that the character types being integrated are those containing Indonesian moral values. These moral values are integrated both implicitly and explicitly into the teaching materials by using texts and pictures. In conclusion, presenting Indonesian character in English teaching materials can be one way of introducing foreign language character and Indonesian character, to promote intercultural communication when teaching English as a foreign language in Indonesia.

Abstract—The roles of foreign language in Indonesia has become the debates among linguists, politicians, and policymakers. We argue that the development of any foreign language policy in Indonesia has been shaped and influenced by the political ties and interests of the central government. This political drives impact on the choice and the roles of foreign languages within educational contexts. Thus, this influences the roles of foreign languages in Indonesian education can be seen from primary to university levels. All preferred foreign language in Indonesia becomes the subjects in Indonesian education. This paper recommends that people to people relati onship between Indonesians and the people who are the natives of the language should be facilitated by the government to sustain the roles of the language

(Title: The Philosophical Foundations of the Learning Method of French as a Foreign Language in Indonesia). The aim of the current study is to describe the philosophical foundations used in learning French as a foreign language in Indonesia, specifically the language learning which refers to the CECR (Cadre Européen Commun de Rérence) or uniformity in learning, teaching and evaluation. This study adapts the qualitative descriptive method. The data are in the form of features and characteristics of actionnelle approach, pragmatism and analytical linguistic philosophy foundations. Data are taken from sources such as documents including books on actionnelle approach, Echo 1 and Echo 2 books. Data analysis is done by making a comparative description of the characteristics of the actionnelle approach with the implementation of the philosophy of pragmatism education and the philosophy of analytical linguistic education. The findings of this study indicate that: 1) Pragmatism philosophy implies that education at every level must have criteria to be utilized and applied in social life, because students are indeed social actors, 2) Analytical linguistic philosophy has the principle that word meanings are in sentences, meaning of sentences in language , and the meaning of language exists in various life contexts, 3) Actionnelle approach is characterized by action, assimilating students as language users and as social actors who have tasks to do. The existence of the mentioned similarities can lead us to conclude that that the actionnelle approach gained influence from the philosophy of pragmatism and analytical linguistic. Keywords: actionnelle approach; pragmatism philosophy; analytical linguistic philosophy.

English as one of the most appealing subjects for student at University especially in Indonesia. Over the decade English is the subject that many students want to mastered it. To achieved it, student need to learn English as the way they need it for specific goals. One of the aspects to reach the goal in learning English is motivation. Motivation has been broadly accepted by both teachers and researchers as one of the most significant factors that influence and affect the rate and success of foreign language learning. Because teaching and learning English is not only the cognitive aspects on its but also there is psychology aspect how maintain the point of view in every student how to achieved new material as the language input that is very different with their native language. Inspired by such resume above, the study on which the present article is based aimed to investigate and to knowing kind of motivation such as instrumental and integrative motivation for student who learn English as a foreign language in Indonesia. A quantitative and qualitative analysis of the responses to a questionnaire of 50 students at university, it sought to examine the relative importance of motivational variables as theorised in the field of second language motivation. It also aimed to go further, by considering the kinds of motivation on its’. This study has gained pertinent insights on the information regarding the type and level of motivation that influence students the most. The discussions and the result is that majority of the students are integratively motivated. There is a need to motivate the students more integratively and also instrumentally.

Foreign language education in Indonesia is evolving with the progress of globalization and increasing exchanges between countries. One of the key aspects of foreign language teaching is the curriculum approach used in the learning process. The purpose of this article is to analyze the curriculum approach used in foreign language teaching in Indonesia. This approach encompasses a variety of curriculum design methods and strategies and focuses on key aspects of foreign language learning. The purpose of this article is to examine curricular approaches to foreign language teaching in Indonesia. This type of research is qualitative research (qualitative research). Qualitative research seeks to understand and interpret the meaning of events in specific situations from the researcher's unique perspective. Qualitative research is a research-based process for understanding the problems of understanding and interpreting texts and creating big pictures from words in a scientific setting. The data collection method used in this study is a data collection method using the library search method. The results of this study demonstrate that this approach has been used as a perspective for curriculum development. Each institution takes a different approach depending on the educational goals they are trying to achieve.

The position of English is that of a Second Language in Malaysia and a Foreign Language in Indonesia. But the objective is the same that is to enable the learners to communicate effectively and efficiently in social and professional situations. Learners’ beliefs and learners’ strategies are also part of the learning processes. Strategies are ways of managing the complex information that the learners are receiving about the target language. This study aims to find out (i) the learners’ beliefs on the importance of English (ii) what the learners will do (strategies) to manage their own learning. 100 respondents participated in the study. They responded to open ended questions. The results show that there are similarities and differences in the ways the Malaysian and Indonesian learners perceived the importance of English. They also have similarities and differences in their strategies to manage their own learning to achieve their goals. As a conclusion, even though the two countries adopted different language policy, the learners of English as a Second and Foreign Language have their own enthusiasms and they make judgements about how to learn the language effectively and they have the awareness of what language learning is like.

This study aims to explore the role of visual strategies in language teaching and their relationship with students’ communicative competence and academic motivation. Quantitative research employed a descriptive-correlational design and utilized statistical tools such as the mean, Pearson r, and regression analysis to examine and interpret the data. The study was conducted in public senior high schools within the Municipality of Malungon, Sarangani Province, involving a total of 306 students enrolled in Filipino subjects. The research instruments used include three questionnaires: "From Memorising to Visualising: The Effect of Using Visualisation Strategies to Improve Students' Spelling Skills" by Nahari and Alfadda, "Teachers and Students’ Perceptions of Communicative Competence in English as a Foreign Language in Indonesia" by Hery, and "Academic Motivation Scale for Learning Biology: A Scale Development Study" by Aydin et al. Findings revealed that the participants responded positively to activities that enhanced their motivation and communicative competence. However, results also indicated a limited understanding among students regarding the use of visual strategies in language teaching. Furthermore, the analysis showed a significant relationship among the study variables, yet it was found that visual strategies did not mediate the relationship between communicative competence and academic motivation. These findings carry important implications for teachers and educators in the field of language instruction.

Reading is a multidimensional, intellectual activity, which requires specific skills and strategies. Indonesian researchers have conducted research addressing various issues in reading in the domain of English as a Foreign Language/EFL. This article reviews the current development of theories and models of EFL reading and qualitative research into EFL reading in Indonesia. Through discussion of theoretical and practical perspectives, it appears that EFL reading researchers and teachers in Indonesia are interested in promoting and conducting studies not only on the effectiveness of intensive reading, but also of extensive reading in their academic institutions. In this way, their students will have sufficient opportunities to gain competence in both types of reading, and will develop the capability of using their knowledge of English to capitalise on the advancement of science and technology in the global world.

The focus of this study is to explore the pragmatic considerations in the study of English as a foreign language in Indonesia. In Indonesia, English is taught in a 'traditional way; i.e. the emphasis is placed on linguistic competence' (Saunders, 1991:84). After years of study, many Indonesian learners still find it difficult to communicate in English. Those who can use the language to communicate with native speakers of English find difficulty in adjusting themselves with the cultures of the English speaking communities, which are not officially learned. Language planners and learners of English in Indonesia do not seem to realise that “human communication is strongly related to cultural backgrounds of the communicator and his audience'” (Sitaram and Cogdell, 1976:1), and that “language is inextricably linked with its culture” (de Young, 1986:21). Brown (1980:129) puts the relationship between culture and language learning more strongly by saying that second language learning is often culture learning. Cultural understanding of the target language should be included in the learning of English in Indonesia. Similarly the culture of Indonesian learners should also be adequately addressed to see how it differs from that of the English speaking communities. There are various definitions of culture. Brown (1980:122) defines culture as “a way of life, the context within which we exist, think, feel and relate to others”. It is the glue that binds a group of people together. Other writers, Harding and Riley (1986:42) argue that “culture, the way of life of the society in which we grow up influences our habits, our customs, the way we dress and eat, our beliefs and values, our ideas and feelings, our notions of politeness and beauty”.

Demotivation can negatively influence the learner’s attitudes and behaviors, and result in negative learning outcomes. This paper investigates factors contributing to demotivation in learning Japanese as a foreign language in Indonesia, and the relationship between demotivating factors and present proficiencies. A seventeen-item questionnaire was completed by 157 Indonesian university students. As the result of exploratory factor analysis, questionnaire items consequently grouped to four categories: Course difficulty, Speaking anxiety, Devalued learning, and Boredom.The validity of the four-factor structure was verified by the confirmatory factor analysis method. In addition, two-way ANOVA was performed to investigate the relationship between demotivational factors and proficiency level. As a result, statistically significant differences were found between Low and High groups in all the factors, and between Middle and High groups in the factors expect for Devalued learning. In addition, the scores of Speaking anxiety and Boredom consistently scored the highest among the four factors. However, the degree of demotivation was decreased as the learners’ Japanese proficiency improved. Findings from this study indicated that teachers should strive to make classes not only less anxious but also more interesting. Moreover, teachers should scaffold learners, especially low proficient beginners to prevent or minimize their demotivation.

The intercultural aspect is an important component in Arabic language teaching in Indonesia. That is because intercultural understanding is the basis for learners to be able to communicate and interact in Arabic effectively and efficiently. This paper examines the importance of the role of intercultural knowledge and understanding in teaching Arabic as a foreign language for Indonesian learners. The aim of this paper is to form an intercultural understanding of the teaching of Arabic language as an intercultural understanding for Indonesian students. The method used in studying this research is the method of studying literature with a qualitative approach. Data collection is done by managing material from books, journals, research results, and newspapers. The method used in reviewing this research is a literature study. To find out the use of cultural aspects in teaching Arabic, as a foreign language, this study will discuss four al, namely: (1) The Role of Culture in Language (2) Intercultural Competence in Language Learning (3) Language Teacher, Cultural Teacher (4) Intercultural in Arabic Language Culture. The conclusion of this paper is the importance of intercultural understanding in shaping intercultural aspects in the learning of Arabic at the level of Indonesian students. His contribution is that the paper can be used as a basic reference to shape the intercultural aspect and become a fundamental reference in developing the intercultural aspect of the Arabic language in Indonesia especially for students.

Academic Japanese (AJ) has been gaining recognition in the field of Japanese as a second language (JSL) since the term first appeared in 2000. It is comparable to the Test of English as a Foreign Language (TOEFL). This is because the concept of AJ emerged as the essential guideline for a new set of Japanese language assessments for non-native speakers for their overall linguistic abilities and readiness for higher learning at postsecondary institutions in Japan. However, in the case of Japanese as a foreign language (JFL), there has been little discussion or research conducted on AJ. Generally, the learning objectives for the Japanese language curriculum or JFL at college and university do not necessarily address the specific needs as defined by AJ. JFL learners are more inclined to focus on the improvement of their oral fluency, whereas learners in the AJ curriculum need to acquire reading and writing skills. This gap between JFL and AJ is neither a defect nor a deficiency, but derives from a multitude of fundamental differences in the curriculum, target learners, and learning objectives. Primarily, it is a general tendency that neither teachers nor students of JFL see an imminent need for advanced reading and writing skills. In 2017, the author began offering the fourth-year Japanese language curriculum at the University of California, Davis. With AJ as the underlying concept, these fourth-year courses specifically addressed critical reading/writing and thinking in Japanese as the learning objectives. It was a deliberate attempt to drastically shift a pedagogical perspective for students from learning Japanese to learning in Japanese. Since the inception of the fourth-year Japanese course in 2017, the author has observed not only challenges but also confusion and misconceptions held by JFL students. However, the need for courses that filled the gap for learners specifically aspiring to go beyond learning Japanese was clarified. This chapter addresses and examines specific challenges surrounding AJ in JFL settings for students and teachers and shares some insights and implications for those who explore AJ as the next step in their pedagogical endeavor.

This study analyzes language ideology as it surfaces in Japanese as a foreign language (JFL) teaching materials. The perspective presented in selected materials is examined with respect to how the target language is portrayed. Furthermore, portrayals of foreign language learners and their relationship with Japanese are studied. It is argued that teaching materials propagate and thereby legitimize socially accepted knowledge, which has its origin in the educated middle class of urban centers. It is to their standards that the foreign language learner is expected to aspire. This ambitious learning objective, driven by ideological notions of what Japanese ought to be, is responsible for a strict focus on educated middle class views, activities and language use. At the same time, the learning objective reaffirms the domination of the native speaker over the language learner. The study concludes that foreign language education which aims at native-like proficiency inevitably results in unequal power relations between native speakers of Japanese and learners of Japanese as a foreign language.

This thesis investigates how the textbooks Netzwerk Neu A2 & B1 support teaching collocations in German as a Foreign Language in Indonesia. It categorizes collocation exercises, qualitatively analyzing them following Gevkalyuk (2009), Stojić (2016), and Targońska and Stork (2017). Exercises are compared across A2 and B1 levels. Netzwerk Neu A2 & B1 offers numerous collocation exercises, primarily in the workbooks rather than in the coursebooks, with A2 exercises slightly outnumbering B1. Most focus on receptive skills, necessitating a balanced approach including both receptive and productive skills. German teachers in Indonesia play a crucial role, designing effective teaching methods and emphasizing collocation benefits and importance. The proposed teaching model for A2 and B1 enables parallel development of receptive and productive collocation skills. This research provides valuable insights for German language educators, offering a practical approach to enhancing collocational competence among learners. Through meticulous analysis and comparison, this thesis contributes to optimizing collocation teaching strategies, benefiting both teachers and learners in the Indonesian context.