The English Threshold 39 Adalciza Agusta Ximenes, S.Pd. Various sources have different definitions of curriculum integration, and educators and educational institutions use various approaches to this concept. Curriculum integration, as per Brown (2016), involves students actively engaging in decisions about what they study. This approach is designed to be responsive to students' needs, enabling a model where students take on the role of teachers and teachers become learners. By conceptualizing curriculum design as a form of writing activity, it becomes possible to study it in a practical manner. While it is possible to apply the
40 The English Threshold conventional sub-processes of the writing process (idea gathering, idea ordering, idea texting, reviewing, and editing) to curriculum design, a distinct set of components facilitates the incorporation of contemporary curriculum design theory and practice. Three outermost circles and a subdivided inner circle comprise the curriculum design paradigm. The outer circles, namely principles, environment, and needs, encompass both practical and theoretical factors that significantly influence the course production process. The process of course design encompasses a diverse array of considerations. These encompass the current knowledge and deficiencies of the learners, the available resources (including time), the expertise of the instructors, the strengths and weaknesses of the curriculum designer, and fundamental principles of instruction and learning. Neglecting to take into account these factors could render the course inappropriate for the context and students it is intended for, as well as ineffectual and inefficient in promoting learning. Environment analysis, requirements analysis, and the application of principles are the three sub-processes within the curriculum design procedure that consider these elements. Environment analysis yields a ranked inventory of factors and an evaluation of the design implications of these factors. The outcome of a needs analysis is a
The English Threshold 41 practical inventory of language, concepts, or abilities that takes into account the learners' current proficiency, future requirements, and desires. Prior to monitoring the implementation of principles throughout the entire design process, it is critical to determine which principles are most essential to implement. The outcome of implementing principles is a curriculum that provides the most substantial assistance to learning. Content consideration ensures that learners are acquiring a valuable understanding that enhances their command of the language, that they are receiving optimal value for their learning endeavors in terms of the practical challenges they will confront throughout the course, and that they are covering all the essential topics required for a well-rounded proficiency in the language. English proficiency, being the universally recognized language in science, business, and international communication, confers innumerable advantages on individuals in their personal and professional spheres.According to Guilherme (2007), Acknowledging the criticality of this aptitude, academic establishments
42 The English Threshold and centers for language acquisition have prioritized the formulation of approaches to augment students' English language proficiency. The objective of this article is to examine a range of methodologies that can truly enhance the English language proficiency of students. Students from diverse cultural and linguistic backgrounds must possess English proficiency in order to achieve academic success. With the intention of equipping educators with efficacious approaches to aid these pupils in cultivating the literacy proficiencies imperative for scholastic achievement. The issue is that English language learners (ELLs) necessitate specialized teaching strategies due to their unique educational requirements. Educators will find in this article effective strategies for assisting ELLs in the development of literacy skills that are vital to their academic success. Literature reviews encompassing theories of language acquisition and learning, distinctions between academic and social language, and successful language learners' implementations of effective English language learning strategies comprise the qualitative methodology. This research involved thirty students enrolled in one of the senior high institutions located in Lombok Timur. Cultivating relationships and being culturally sensitive, teaching language skills across the curriculum, using real objects to illustrate concepts, roleplaying or pantomiming, pointing to pictures, and
The English Threshold 43 employing total physical response are among the six essential strategies for teaching ELLs that emerged from this review. To begin with, it is critical to establish an immersive language learning environment in order to improve one's command of the English language. Language skills can be tremendously enhanced through participation in immersion programs or activities that require students to actively use English in authentic contexts.(Lan, 2020) Students have the opportunity to practice hearing, speaking, reading, and writing in English through these programs. Language camps, English-speaking organizations, and language exchange programs are examples of activities that can foster a supportive environment. An environment conducive to student engagement with native or proficient English speakers, which serves to bolster confidence and strengthen language abilities. Furthermore, students can derive significant advantages from the incorporation of technology into their English language immersion. In light of the swift progression of technology, a multitude of digital tools and applications provide educational experiences that are both captivating and interactive Jackson, A.Y. (2005). Language learning software, apps, and online platforms afford students the chance to develop their language proficiency
44 The English Threshold at their preferred speed and expediency. These tools frequently incorporate interactive exercises, activities that enhance vocabulary, and pronunciation guides, thereby accommodating diverse learning styles and enhancing the efficacy and enjoyment of the learning process. In addition, the integration of genuine resources into the academic program can notably augment the English language competence of pupils.(Guo, 2012) Authentic materials encompass tangible resources from the real world, including podcasts, periodicals, newspapers, and videos, which accurately represent the language and culture of native English speakers. Through the utilization of genuine materials, pupils cultivate an enhanced comprehension of the language within its authentic setting, augment their lexicon, and fortify their aptitude for understanding. Students' language abilities become more versatile and adaptable as a result of their exposure to various accents, dialects, and cultural nuances through the use of authentic materials. An additional efficacious approach to language acquisition entails consistently delivering constructive feedback to learners. Dowden (2010) In the classroom, feedback is vital to the language learning process because it assists students in recognizing their strengths and areas requiring development. Educators have the capacity to offer constructive criticism regarding pupils' written and
The English Threshold 45 spoken English, proficiencies, emphasizing grammatical inaccuracies, pronunciation challenges, and language usage. Personalized feedback additionally enables pupils to concentrate on particular domains that require enhancement, thereby fostering focused language progress. Non-verbal and verbal expressions, including body language, tone of voice, and facial expressions, can all constitute feedback. In addition to assisting students in enhancing their language proficiency, personalized feedback demonstrates their worth and acknowledgement, which can serve as an impetus for them to persist in their studies and accomplish their objectives. Consequently, instructors ought to invest effort in creating a conducive learning environment for their pupils. Last but not least, it is critical to provide opportunities for language practice beyond the classroom in order to improve English language proficiency.(2020, Yoon & Yol) Promoting student participation in extracurricular pursuits, including drama organizations, public speaking competitions, and debates, can provide them with practical opportunities to hone their English language abilities. In addition to promoting language fluency, these activities cultivate communication skills, critical thinking, and creativity—all of which are indispensable for proficient language utilization.
46 The English Threshold As a result, improving one's English language proficiency necessitates a comprehensive strategy that incorporates instruction in the classroom as well as practical application. Implementing materials, establishing an immersive language learning environment, encouraging extracurricular language practice, integrating technology, and providing consistent feedback are all effective methods for enhancing students' English language proficiency. Through the application of these tactics, instructors have the ability to inspire students to develop self-assurance. The subsequent sections provide comprehensive elucidations of several support services and resources that are accessible to students in their pursuit of English language acquisition: 1. 1.English Language Programs (ESL): Situated for individuals who are not native English speakers, these programs are purpose-built. Courses encompassing reading, writing, speaking, grammar, vocabulary, and writing are generally available at varying proficiency levels, ranging from introductory to advanced.
The English Threshold 47 Additionally, certain programs place emphasis on particular proficiencies, such as business English or academic writing. 2. 2.Tutoring Services: Tutoring can offer students who require assistance with particular facets of English language learning individualized support. Tutors may work one-on-one or in small groups with students to assist them in developing their language abilities and address their specific requirements. 3. Language Exchange Programs Language exchange programs offer students the chance to practice their English with native speakers in return for assistance with language acquisition by the native speakers. Engaging in this activity can serve as an enjoyable and efficacious method to enhance one's conversational aptitude and comprehension of different cultures. 4. Digital Resources: An extensive array of online resources, such as courses, applications, and webpages, are accessible for English learners via the internet. These materials frequently consist of audio recordings, interactive exercises, and videos that aid students in developing their reading, writing, speaking, and listening abilities. 5. Library Resources: English language learners frequently have access to a variety of resources in
48 The English Threshold public libraries, such as software, audiobooks, and novels. Additionally, some libraries provide language learners with English conversation groups and other programs. 6. 6.Community Centers: For non-native speakers, community centers may provide English language classes and conversation groups. Engaging in these programs can offer a nurturing setting in which individuals can meet and enhance their English language proficiency. 7. 7.Language Learning Applications: Popular options for learning English while on the move include Duolingo, Babbel, and Rosetta Stone. These applications provide engaging and entertaining interactive lessons and activities that aid students in enhancing their language proficiency. 8. Conversation Partners: Certain academic institutions and organizations provide initiatives that pair students with native English speakers in order to facilitate consistent conversational drills. This could be an excellent opportunity to gain cultural knowledge and enhance one's spoken English. 9. English Clubs and meetings: Participating in English language meetings or becoming a member of an English club can offer individuals the chance to
The English Threshold 49 engage in social English speaking practice. These organizations frequently coordinate cultural events, exercises, and discussions as means to assist students in enhancing their language proficiency. 10. Cultural Exchange Programs: By participating in cultural exchange programs, students can gain practical experience with the English language in an English-speaking environment. Students learn about the language and culture of the host country through homestays, language classes, and cultural activities that are common components of these programs.
50 The English Threshold Britshy Rosanadya Huka, S.Pd. Assessing proficiency in the English language usually involves assessing an individual's abilities in reading, writing, speaking, and listening. In language acquisition, the importance of input cannot be overstated; it serves as a fundamental starting point, significantly enhancing the effectiveness of language learning. As Maharsi (2016) suggests, both the quantity and quality of input are critical factors that greatly influence successful language acquisition. Similarly, Bahrani and Soltani (2012) discovered that exposure to the target language is essential in acquiring a second language. This underscores the importance of evaluating English language proficiency,
The English Threshold 51 which typically draws on insights from language acquisition, educational psychology, and assessment theory. The following presents an outline of the theoretical approach to assessing proficiency in the English language: 1. Language Acquisition Theory Understanding the stages of language acquisition influences assessment methods. Krashen's Input Hypothesis (2002) underscores the importance of providing accessible input in second language learning. For EFL learners, lessons slightly above their proficiency level prove beneficial, facilitating comprehension. Gass et al. (2013) highlight that this input transforms into intake, which is crucial for progress. Maharsi (2016) also emphasizes the significance of comprehensible input. Vygotsky's Sociocultural Theory prioritizes meaningful teaching, considering learners as active participants. Turuk (2008) asserts that skills should be taught holistically. Assessments should align with these theories, encouraging communication and contextual language exposure. 2. Communicative Competence Assessment should encompass communicative competence beyond merely measuring grammatical accuracy and vocabulary knowledge. This involves assessing the ability to use language appropriately in
52 The English Threshold various contexts, understanding cultural nuances, and engaging in meaningful negotiation during interactions. 3. Construct Validity Drawing from assessment theory, it is crucial to ensure that assessments accurately measure the intended construct of English language proficiency. This entails clearly defining the skills and abilities being assessed and designing tasks that reflect those constructs. 4. Formative Assessment Incorporating formative assessment practices allows for continuous feedback and monitoring of language development. This includes providing learners with regular opportunities for selfassessment, peer-assessment, and feedback from teachers. Formative assessments should focus on identifying areas for improvement and guiding learners toward language mastery. 5. Cultural Responsiveness Recognizing the cultural and linguistic diversity of English language learners is essential in assessment practices. Assessments should be culturally responsive, respecting and valuing students' diverse backgrounds and experiences.
The English Threshold 53 6. Dynamic Assessment Dynamic assessment, based on Vygotsky's Zone of Proximal Development, views assessment as a learning tool. It assesses learners' developmental potential rather than just their current proficiency level. Scaffolded tasks with support and feedback aid progress. Sociocultural theory, as explained by De Valenzuela (2006), emphasizes learning within cultural contexts, where cognitive development arises from interactions. Learning is central to cognitive growth in this perspective. 7. Technology-Enhanced Assessment Leveraging technology can offer innovative ways to assess English language proficiency. Computeradaptive tests, multimedia presentations, and online simulations can provide interactive and engaging assessment experiences. Technology also enables the collection of rich, real-time data for ongoing evaluation and adaptation of instructional practices.By integrating these theoretical principles into assessment practices, educators and researchers can create more effective and equitable assessments of English language proficiency that support learners' language development and promote meaningful communication skills.
54 The English Threshold In Indonesian educational contexts, language assessment practices play a pivotal role in evaluating students' proficiency and progression in language acquisition. These practices encompass a range of methods and approaches tailored to the specific languages being taught, including Bahasa Indonesia (the national language) and English. Here's an overview of the existing language assessment practices in Indonesia: Various language proficiency assessments are utilized in education; the National Language Proficiency Exams (UKB) assess skills in Bahasa Indonesia, covering reading, writing, grammar, and vocabulary. English Proficiency Tests like TOEFL and IELTS are commonplace at tertiary levels. SchoolBased Language Assessment comprises written tests, oral presentations, and projects, all aligned with curriculum objectives. Teacher-made assessments, including quizzes and speaking tasks, are employed to gauge language proficiency. Speaking Assessments involve role-plays, interviews, and presentations in both Bahasa Indonesia and English. Listening Comprehension Tasks evaluate students' ability to comprehend spoken language, while Writing Assessments assess writing skills through various tasks. Continuous Feedback and Monitoring by
The English Threshold 55 teachers ensure tailored instruction to meet individual language learning needs. These language assessment practices aim to evaluate students' language proficiency, foster language development, and support effective language instruction and learning within Indonesian educational settings. However, challenges such as limited resources, large class sizes, and diverse student populations may impact the implementation and effectiveness of these assessment practices. Limitations and critiques of current assessment methods in Indonesian educational settings stem from various factors, including practical constraints, cultural considerations, and alignment with learning objectives. Critiques of current English teaching assessment methods in Indonesia highlight several limitations: 1. Emphasis on Written Skills: Many assessments prioritize written skills, sidelining speaking and listening abilities crucial for practical language usage. Instructional approaches to teaching writing are influenced by social dynamics (Cheung, 2016; Xu, 2016). Teachers, seen as more knowledgeable peers (Vygotsky, 1978), actively
56 The English Threshold contribute to learners' development by providing crucial social guidance within classroom settings (Wilson & Devereux, 2014). Examinations overly focused on writing may overlook the interactive aspect of language usage. While writing is important, it represents just one facet of language proficiency. Consequently, such evaluations may fail to capture learners' broader communicative skills, such as speaking and listening, essential for real-world language applications. Vygotsky (1978) emphasized the significance of the Zone of Proximal Development (ZPD), highlighting the gap between independent and assisted learning. Assessments concentrating solely on writing might miss opportunities for scaffolding within the ZPD, hindering learners' progress. 2. Overreliance on Standardized Tests: Dependence on standardized tests like TOEFL and IELTS may not adequately reflect learners' true language proficiency or readiness for real-world communication. 3. Lack of Authenticity : Assessments often lack authenticity, with tasks disconnected from real-life language use scenarios, diminishing their relevance and effectiveness.
The English Threshold 57 4. Teacher-Centered Assessments: Assessments are frequently designed and administered by teachers, potentially lacking objectivity and diverse perspectives. 5. Absence of Formative Assessment: The predominance of summative assessments leaves little room for ongoing formative assessment, hindering timely feedback and targeted support for learners. 6. Limited Cultural Relevance: Assessments may not adequately consider cultural contexts, resulting in biased evaluations and overlooking learners' diverse linguistic backgrounds and experiences. Addressing these critiques necessitates a shift towards more holistic, authentic, and culturally relevant assessment practices that encompass all language skills and provide ongoing feedback to effectively support learners' language development. Exploring alternative assessment approaches presents opportunities to tackle the limitations and criticisms of
58 The English Threshold current assessment methods in Indonesian educational settings. By delving into these alternatives, educators can advocate for more authentic, student-centered, and fair assessment practices that cater to the diverse needs of learners and equip them for success in the 21st century. Furthermore, ongoing research, professional development, and collaboration among educators, policymakers, and stakeholders are crucial for driving assessment reform and nurturing educational excellence and equity. To address the shortcomings and criticisms of current English teaching assessment methods in Indonesia, it is imperative to explore alternative approaches. One such approach involves diversifying assessment methods to encompass a broader range of language skills beyond writing alone. This could involve integrating more speaking and listening tasks into assessments to ensure a more comprehensive evaluation of language proficiency. Additionally, shifting away from heavy reliance on standardized tests towards more authentic assessment tasks would enhance the relevance and effectiveness of evaluations. Authentic tasks that mirror real-life language use scenarios would allow students to demonstrate their language abilities in meaningful contexts. Moreover, transitioning towards more studentcentered assessment practices, where learners actively participate in the assessment process, can foster greater
The English Threshold 59 engagement and ownership of learning. Implementing formative assessment strategies alongside summative assessments would enable teachers to provide timely feedback and customized support to meet individual learners' needs. Finally, ensuring that assessments are culturally relevant and sensitive to the diverse linguistic backgrounds and experiences of students is essential for promoting equitable evaluation practices. By exploring alternative assessment approaches that address these criticisms, English teaching in Indonesia can better support students' language learning and development.
60 The English Threshold Dinda Amelia, S.Pd. nglish is a foreign language subject that is very important for students to master. However, as it is known that English is a second language that has a high level of difficulty for students to master, this has an impact on teaching and learning activities, both teachers and students. Various aspects must be harmonized when learning English because the structure and vocabulary are very different from Indonesian. Based on the results of research over several decades, English language skills including listening, speaking, reading, and writing skills are needed in the world of work. Therefore, students must be equipped with maximum English language skills. This is expressed by H.D. Brown (2001, p. 232), "for more than six decades now, research and practice in English E
The English Threshold 61 language teaching has identified the four skills listening, speaking, reading, and writing of paramount importance." Therefore, the right approach is needed for teachers in teaching English as a means of communication to students. The CLT approach as an alternative that teachers can utilize in teaching English has a communicative concept consisting of grammatical, sociolinguistic, discourse, and strategic. The four studies must be studied thoroughly as a ledge for effective interaction in overcoming language difficulties. The fundamental view related to the purpose of language teaching is to enable learners to communicate in the target language, English. One alternative that can be taken, namely to use the right learning approach. CLT theory comes as an approach that directs language learning in the classroom and must be implemented in a real way so that it is meaningful to learners. Language theorists repeatedly mention the importance of language learning to be based on real communication and not just on learning the grammar of language. They argue that even if students are taught well in making grammatical sentences in the classroom, they are unlikely to be able to use them effectively in daily life. Thus, to use language effectively, students need to develop communicative competence in English.
62 The English Threshold Communicative language teaching (CLT) is a learning approach equipped with definite teaching procedures (Desi, 2022). This refers to the opinion of Richards and Rodgers in Mukminatien (2010) that the basic concept of communicative language teaching (CLT) focuses on the function and potential of a language. The main feature of CLT lies in communication coupled with learners' competence in carrying out interactions. The language theory behind CLT positions language as a "communication tool". Therefore, the main goal of CLT is to prepare learners to use language effectively to develop communication competence. English as a second language that currently takes an important role in world civilization requires the right approach to master it. As for learning English, it is necessary to consider several things such as goals, needs, interests, and variations in the use of methods. In addition, the selection of media as a support in the success of the teaching and learning process is no less important. Communicative Language Teaching (CLT) according to (Febriyanti, 2017) is promoted as one of the right approaches by prioritizing several principles in practice, namely:
The English Threshold 63 Learners learn a language through using it to communicate: This principle positions CLLT as a communication-focused approach. Teachers can direct learners to develop speaking, listening, reading, and writing skills in real communication contexts. Authentic and meaningful communication should be the goal of classroom activities: CLT acts as learner-centered learning so that the teacher acts as a facilitator who directs students in the process of communicative interaction. Fluency is an important dimension of communication: the use of language as a target is utilized as a reference in the classroom to create an immersive and competitive learning environment. Learners are required to make significant gains after using this approach. Communication involves the integration of different language skills: CLT involves learners in a variety of language skills activities. It provides opportunities for learners to practice utilizing English as their primary language in meaningful communicative situations. Learning is a process of creative construction and involves trial and error: the CLT approach prioritizes an integrated and continuous process between the listening and writing stages. That way, the CLT approach can assemble a meaningful context and produce quality outcomes. Furthermore, it is expressed in the opinion (Mukminatien, 2016) states that the comparison of CLT
64 The English Threshold principles is briefly divided into (1) learning as a medium to communicate through interactions built by learners so that the target language can be achieved maximally, authentic texts that teachers provide can be introduced as learning materials to learners. Learners are allowed to focus and not only on language but follow the learning management process designed, learners can be helped to increase personal experience through discussions between group members, and language learning can be linked to language activities outside the classroom as a new stimulus that can stimulate knowledge outside the language. As for other opinions completed by Brown in (Ariatna, 2024) in his book entitled Teaching by Principles reveals several characteristics of CLT, namely: (1) the focus of the main objectives to be achieved in the form of competency components in communication, (2) the relationship between structure and function which is implemented in teaching techniques by inviting learners to engage in the use of language in a pragmatic, authentic, and functional manner to achieve meaningful goals, (3) aspects of fluency and accuracy in the use of focus come from the understanding and production of meaning obtained by learners, (4) focus on real-life contexts as problems to be solved by learners using language productively and receptively in the context of learning outside the
The English Threshold 65 classroom, (5) the involvement of autonomy and strategies by learners to focus on the learning process they go through by increasing awareness related to learning styles and developing comprehension strategies through the use of language in speech and writing, (6) the teacher acts as a facilitator in guiding as well as guiding the flow of learning, and (7) learners act as active participants who take roles to achieve learning goals. Practicing the principles of communicative learning teaching (CLT) in the classroom can be achieved with the following examples: in a beginner-level class, the teacher can use flashcards with the names of the various identity participants. The teacher can continue the learning activity by giving a short conversation using the target language, for example: "Good Morning Everyone, how are you today?" then learners answer "Good Morning ma'am, we're good". The use of foreign language and gestures in giving instructions to learners can motivate learners to respond to questions in English as well. Therefore, interaction activities with teachers, classmates, groups, and other school residents must be built to increase the authentic exchange of information. CLT as a theoretical approach that can be practiced in the classroom allows for a variety of interpretations compared to other methods because the variation of a single classroom applying the approach depends on its
66 The English Threshold contextual design and procedures. In countries where English is the mother tongue, the teaching of English in the classroom is closely aimed at immigrants or foreigners because the goal to be achieved is their life in the future. This is in line with the opinion of (Hiep, 2007) (Hiep, 2007) who states that learners can improve their language skills when learners are constantly exposed to authentic and meaningful communication of the target language. This condition can be illustrated in Indonesia where English is used as a foreign or second language so that learners feel there is no urgent need to speak English outside the classroom. Thus, the question arises whether the use of English in the classroom can be considered as genuine communication. This shows that task-based activities that appear in learning activities are intended to bring learners to the real world using English but the results are less than optimal. In addition, as expressed by (Hiep, 2007) an approach that is effective in one country may not be effective in another because the effectiveness of the approach also depends on the culture applied to a particular education. The forms of CLT tasks described by (Azies, 2000) on language skills are expressed by, among others: Listening skills can be pursued with the Simon said method in the form of telephone numbers, watch faces, choosing pictures; True-false in the form of following directions,
The English Threshold 67 playing guesses, choosing weekend activities, names, and products; finding words in the form of composing pictures, jigsaw listening, cloze listening, spot the difference direction, etc. Speaking skills: debates, discussions, project planning, speeches, and so on. Reading skills: finding info, getting a general idea, getting detailed information, recognizing discourse functions and patterns, drawing meaning from the text, and so on. Writing skills can be realized by controlled writing, leveled discourse, guided writing, picture description, and so on. The communicative language teaching (CLT) approach has advantages and disadvantages that teachers need to consider when implementing it. There are various debates among experts who see the progressivity of the CLT approach so it needs a deeper review of the success rate of the CLT approach in various contexts. (Desi Qoriah, 2022) explains the advantages of applying the CLT approach as follows: (a) the CLT approach is carried out holistically or as a whole so that it does not only focus on the structure or grammar, but leads to aspects of the communicative dimension of language, (b) CLT provides various elements of motivation and vitality during classroom learning so that students are eager to complete the challenges given by the teacher, (c) CLT prioritizes students as the main actors in achieving learning goals so that teachers can bridge students' interests, and (d)
68 The English Threshold communication and information technology is developing so rapidly that it requires an approach that offers technological involvement in education. Effective language teaching occurs when teachers are culturally aware of their teaching context and apply relevant approaches according to learners' needs. The CLT approach is illustrated by (Arifuddin, 2006) in the form of a classroom with a CLT approach shows that the weakness of communicative teaching in English lies in the selection of materials or topics of activities that are less meaningful. Teachers need to re-select the selection of topics of discussion, for example when giving examples of dialog about restaurants, equipped with the function of English in that situation. coupled with the emergence of terms whose references only exist in the country concerned. There may be learners who have never entered a restaurant or do not like restaurants. so that they consider the learning activity uninteresting. Coupled with the Indonesian education model that raises the problem of knowledge about 'crossculture' is not well understood by English teachers and school facilities, and the availability of learning time in concrete situations, such as field practice is not available. Thus, the complexity of human resource problems in achieving the CLT approach that demands the personal characteristics of teachers and learners does not yet have an appropriate solution.
The English Threshold 69 The CLT teaching approach can be pursued with various interesting strategies, one of which is task-based learning (TBL). TBL is a learning method that provides tasks for students to carry out learning independently. This is in line with Zakime's opinion in (Syarifah Fatimah, 2021) which explains that task-based learning can be pursued with an approach revolving around the completion of meaningful tasks. The tasks given by the teacher in this case are tasks in the form of different roles of students in one group and each student must have responsibility for their role. The task becomes a stimulus for students to stimulate their ability to think critically, and creatively, and motivate students to process the information they get. Learning that takes place using the TBL method is learner-centered while the teacher acts as a facilitator, supervisor, and guide in the students' thinking process. Thus, students can learn and formulate their thoughts to create an intervention to the problem presented through their critical and creative thinking skills. Task-based
70 The English Threshold learning (TBL) method according to (Huang, 2013) has identical advantages when compared to other learning methods, namely that each individual has a different role so that students are encouraged to plan, gather information, organize data, design schemes, and take steps in an experiment. The types of tasks that can be applied to the TBL method are expressed by (Syarifah Fatimah, 2021) as follows: (1) Listing: The teacher needs to prepare practical steps in directing learning activities so that students can find answers to questions that arise in the problems presented. There are two things to note in this step, namely; (2) Brainstorming is a learning activity that is pursued by sharing knowledge and experiences with classmates or in small groups that have been formed; (3) Learners find facts by asking questions and have one reference book or learning source for the answer. The result of the activity is a series of mind maps from each group member; (4) Ordering and sorting as the second type has four main processes, (5) Sequencing items: a learning method that positions learners to systematically or sequentially organize a solution logically and chronologically, (6) Ranking items for each role's parts or ideas by linking them to group members' values according to specific criteria, (7) Categorizing items; grouping the thoughts of all learners'
The English Threshold 71 suggestions according to their categories, (8) Classifying items in different ways; specifically in this section is carried out individually or without groups by learners after obtaining various answers from their friends, (9) Comparing: this type of task involves comparing different versions of the same information. It is intended to identify objectives that have similarities and differences. The task may include: Matching involves identifying specific aspects and relating them to each other. Problem-solving is done by the teacher by giving problem-solving tasks to determine the ability of knowledge in the form of intellect and strength in critical thinking. The tasks are packaged with interesting and fun activities so that students can complete them well. The process of completing the task includes working on the time given can vary, depending on the level of difficulty and complexity of the problem presented. The problems presented come from everyday life or the surrounding environment experienced by students. The problems given are closely related to hypothesis, description, experience, and comparison of alternatives in problem-solving efforts. Teachers need to check the completeness of the tasks that learners have done based on the essence of the problem-solving they have chosen. The classification of the report that learners compile can be closed with a complex case study to improve accuracy, thoroughness,
72 The English Threshold and in-depth observation. Learners need to add additional facts from their investigations to reinforce the problemsolving they presented. Sharing personal experience can be done by giving tasks that encourage learners to speak more freely about aspects experienced by themselves. In addition, learners can share information and experiences with their peers. This is taken as a stimulus that will bring learners to have an impact on their level of confidence. The results of interactions established by fellow group mates can build close relationships regarding their social and community life. The task provides a different meaning from other tasks because directly the task of various personal experiences is oriented towards the goals to be achieved. Creative Tasks are tasks that are often known as projects. Learners are directed to create work that can be done individually or in groups to share the type of creative task they will design. The project chosen has a higher level of difficulty and a long processing time.
The English Threshold 73 Arni Nazira, S.Pd. In the current era of globalization, intercultural have become greater. Therefore, it is important that we recognize and value the cultural differences that already exist. Cultural sensitivity relates to our awareness of the norms, values, and traditions shared by various cultural groups. It involves the ability to recognize differences, appreciate goods, and communicate effectively between different cultures. In the context of language learning, cultural sensitivity plays a key role in understanding the meaning, nuance,
74 The English Threshold and context of words and phrases in the target language. This involves understanding how culture influences the way people communicate, body language expressions, politeness norms, and other social conventions. When we learn a foreign language, we also must learn about the culture attached to that language. This includes an understanding of the traditions, customs, beliefs, and social norms that shape the context in which the language is used. By understanding the culture, we can avoid misunderstandings or culturally insensitive behavior when interacting with native speakers of the language. In the cultural sensitivity in language learning material, we will explore how to gain a deeper understanding of culture through direct experience, research, and self-reflection. We will discuss strategies for integrating cultural understanding into language learning, including the use of culturally relevant learning materials, interacting with native-speaking communities, and developing greater cultural awareness in the learning process. Thus, cultural sensitivity will become an integral part of our language learning journey, helping us become more effective communicators and better connect with this diverse world.
The English Threshold 75 Cultural sensitivity means you are aware of and accept cultural differences. This implies that you are nonjudgmental about cross-cultural practices, and that you can deal with these differences effectively. Cultural Sensitivity is defined as: 1. Being aware that cultural differences and similarities between people exist without assigning them a value – positive or negative, better or worse, right or wrong. 2. Being aware that cultural differences and similarities between people exist and have an effect on values, learning and behavior. 3. A set of skills that allows you to understand and learn about people whose cultural background is not the same as your own. Based on the definitions above, we can conclude that cultural sensitivity is everyone awareness towards other people who have different cultures without judging each other. activities of mutual respect for one's own culture and the culture of others. In teaching language environments cultural sensitivity is defined to emphasize the importance of understanding, appreciating, and respecting cultural differences in language learning and communication.
76 The English Threshold 1. Direct experience Understanding the culture through direct experience is the effective way in learning a culture of the language. Interacting with people who have that culture is one of the most important things to involve the experiences. This direct interaction helps learners to form meaningful connections and teach each other. This way may develop the learner’s communication skills across a range of communities and strong relationships. To sum up briefly, developing strong, varied communities requires an awareness of a culture that comes from experience. It entails face-to-face communication with others from various origins, selfawareness regarding one's own perspective, and an openness to understanding and appreciating cultural differences. 2. Research The essential of understanding culture through research is pointed out by the increasing diversity of global communities. Understanding the culture through research can be done by investigating some aspects such as, history, values, norms, traditions, and
The English Threshold 77 unique cultural practices. For example, the article from Smith, J. (2019). "The Role of Women in Traditional African Societies: A Literature Review." Journal of African Studies, 10(2), 45-62. In this article write about the role of women in African society, cultural diversity, and the challenges and change. From here we can learn how to understand the culture through research. 3. Self- identity According to Farrell, one’s sense of self is shaped by their historical experiences, particularly via reading about their ancestors' life. In other words, with similar participation in the lives of individuals who are very different from oneself. Besides, Linda Reed, writing in the March 1976, issue of Language Arts, asserts that many cultures have perspectives on life and ways of expressing ideas that might broaden readers' own understandings, which is a relevant issue. While learning a language, learners should learn the culture of the language itself to make them easier in mastering a language. So, the culture of the language is from their ancestors.
78 The English Threshold Integrating cultural understanding into language learning of course needs a strategy. There are some effective strategies for integrating and understanding culture into language learning by using culturally relevant learning materials: 1. Integrate real material. Make use of real resources that represent the target language's culture and way of life. News stories, films, podcasts, and social media posts that are related to the needs and interests of the students might be included in this. 2. Cultural Framework Provide cultural environment for the language learning materials. It can be done by consisting of deeper information on the culture practices, customs, and values that are relevant to the language being taught. 3. Actual Occurrences By using the real-life scenarios that related to the students, may incorporate cultural diversity. This way may help the learners understand the practicality of language in different cultural contexts.
The English Threshold 79 4. Using Comparison to Gain Cultural Awareness The learners may compare their cultural practices and values between their culture and the target culture. This can promote cross cultural communication for the students and get a deeper understanding of cultural diversity. 5. Consider Local Views Include firsthand accounts and viewpoints from the area in the educational resources. This might be accomplished by utilizing stories, authors, or illustrations from the area that represent the target culture. 6. Education for Cultural Sensitivity Train educators in cultural sensitivity by offering workshops or training sessions on cultural awareness and comprehension. This enables educators to create more effective, culturally relevant materials by having a deeper understanding of the cultural backgrounds of their students. 7. Student Independence Encourage students to actively choose and use things that are interesting to them and that are culturally relevant. This encourages student independence and participation in the educational process.
80 The English Threshold 8. Technology Consolidation Utilize technology to include cultural awareness into language instruction. This can involve exposing students to other cultural practices and values through online cultural immersion programs, video conferences, or virtual field trips. 9. Cooperative Education Promote cooperative learning exercises with students from various cultural backgrounds. This encourages students' communication and understanding across cultural boundaries. 10. Regular Analysis and Feedback Based on student comments and performance, continuously assess and improve the culturally appropriate learning resources. This guarantees that the resources continue to be useful and captivating for students. By integrating these strategies into language learning materials, teachers can effectively incorporate cultural understanding into language learning, improving students’ ability to communicate and comprehend in variety of cultural contexts.
The English Threshold 81 Wilda Nur Mufliha, S.Pd., M.Pd. Education as an instrument in order to develop human potential should get more attention than other fields, education is not just a process of optimizing intellectual aspects, but also fosters human values to optimize the perfection of human potential. Education consists of various components, between one component and the other will greatly affect one of them is the curriculum. The existence of the curriculum will cause the educational process not to stand alone, but will be influenced by other components. To always maintain the balance of the educational process that moves dynamically, It is essential to consider how the
82 The English Threshold educational program has been implemented. One crucial element is reflection on how the curriculum has been implemented. As a result, in order for the curriculum to be an effective and efficient tool for achieving educational objectives, it must be constructed as carefully as possible. Policy makers in this country often change the education curriculum which causes the education process to change from time to time. The problem of changing the curriculum in this country has generated some controversy from various circles, especially from education experts. Following its independence in1945, Indonesia changed its curriculum many times: in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006, 2013, and the autonomous curriculum 2022. These modifications are the result of shifts in the economy, socioculture, political structure, and advancements in science and technology. The path of curricular revisions from 1975, 1984, and 1994 is still examined, with an emphasis on how many instructional materials students need to understand in order to make their workload extremely burdensome. Even though the 2004 curriculum revisions (KBK) resulted in less instructional resources, parental involvement and opportunity in the primary and secondary education processes are still incomplete, making it impossible to have a beneficial impact on education quality.
The English Threshold 83 Factors that cause curriculum changes include: 1. The existence of dynamic development and change between one nation and another. Changes and development of learning forms should receive special attention, as well as changes in the practice of active education in a country is not outdated. This curriculum change must be adapted to local conditions and cannot fully adopt the curriculum from other countries because of differences in ideology, religion, economy, social and culture. 2. The advancement of technology, industry, and output. Technology is advancing at a rapid pace, which means that if it is not handled soon, the products of educational institutions will be ignored and future generations will grow up to live in a world without them. The curriculum must be able to create humans who must be ready to use in all fields of interest, even able to create new jobs, which are not only able to follow but are able to produce superior products that can compete. 3. Political orientation and state practice. It is undeniable that education, including the curriculum, cannot be separated from the political activities of a nation, therefore the political orientation of the country must be directed at strengthening true
84 The English Threshold democracy, so that the education system will run well without fear of power or rulers. 4. A changing intellectual outlook. Thus far, education has prioritized acquiring knowledge over developing a specific skill or aptitude, making the results less qualified when compared to those in other nations. To improve that quality, the government is trying to make the curriculum adapted to the demands of changing times. Problems about the curriculum are actually not only the problem of teachers and education personnel, but the problem of the whole community. This can be proven when every curriculum change occurs, it will appear comments about these changes that come buan only from teachers and education personnel, but also from the wider community. This is natural, because the curriculum is one of the most important components in the implementation of the education system, so that the implementation of a curriculum in the world of education will have a broad impact on society. The causes of curriculum changes include the development of science and technology, the swift flow of information, the state of community life, the political situation in a country, and the demands of graduates to be achieved, causing the existing curriculum to need development. Based on this reality, the existing
The English Threshold 85 curriculum requires innovation that will show in the educational process, so there are several causes of curriculum change that require curriculum development in a country. The curriculum becomes a political machine of power to launch all the ruler's programs. The curriculum no longer discusses and reflects social needs in the midst of society. It is no longer a reflection of how students should actually learn and learn life according to the needs of the environment. Thus, the curriculum and power are a package designed in such a way by the rulers. The Latin words curri, which means running, and currere, which means a place to race, are the origin of the word curriculum. Before the term "curriculum" was used to refer to a variety of "courses" or disciplines that must be completed in order to get a degree or certificate, it originally meant a running course, or race, particularly a chariot racing course. Similarly, the French word "courier" meant "to run, run." in Arabic. Manhaj, a shining road mankind have taken through life and then applied to the sphere of education, defines the curriculum.
86 The English Threshold There is a wide range of interpretations for the term curriculum, from a highly specific definition to a very general one. William B. Ragan provides a limited description of the curriculum in utip by Hendyat Soetopo and Wasty Soemanto, stating that "traditionally the curriculum has meant the subject taught in school, or course of study." "Curriculum as a systematic group of courses or sequences of subjects required for graduation or certification in a major field of study, for example, social studies curriculum, physical education curriculum," according to Carter V. Good, is definitional. According to Ronald C. Doll, "the curriculum of the school is the formal and informal content and process by which learners gain knowledge understanding develop skills and alter attitude appreciations and values under the auspice of that school" . Certain notions of curriculum are constrained and rooted in tradition. Here, the curriculum consists only of the courses that are offered to students by teachers or schools in order for them to receive a diploma or certificate. Hollis L. Caswell and Doak S. Campbell presented a very broad definition of the curriculum, viewing it as all the experiences that students are expected to have under the direction of teachers rather than as a collection of courses. It is important to note that this definition does not apply to courses alone. According to Peter F. Oliva, "we define curriculum as a plan for providing sets of learning
The English Threshold 87 opportunities for persons to be educated," J. Galen Saylor, William M. Alexander, and Arthur J. Lewis further clarified the concept of the curriculum. In a similar vein, Harold B. Albertycs defines the curriculum as all of the educational activities that the school offers to its students. Moreover, Alice Miel contends—quoted by Nasution—that the curriculum also covers the condition of the facility, the school's atmosphere, and the goals, convictions, skills, and dispositions of those who work at and are served by the institution, including students, the community, teachers, and staff members who interact with students, such as office staff, security guards, and other staff members. All of the experiences listed above are included in the definition that students are expected to master when working with teachers. This can be an extracurricular, cocurricular, or intracurricular activity that takes place both inside and outside of the classroom. It follows that the term "curriculum" refers to a very broad concept that encompasses the prospective curriculum, the actual curriculum, and the hidden curriculum. Activities or events that take place in schools and impact students' development but are not included in the official curriculum are referred to as the "hidden curriculum." The concealed curriculum may also be thought of as the outcome of an impromptu educational process. That is,
88 The English Threshold performers who don't fit inside the teacher's stated objectives. Three topics are covered in the study of the curriculum and its development: (1) the curriculum as a plan, which serves as a guideline for accomplishing the objectives. (3) How and how the curriculum is taught; and (2) the curriculum as material or content (curriculum as content) should be presented to pupils. Together, these three elements work as a whole to accomplish the intended learning objectives. Thus, the act of creating plans for the material or subject matter that has to be studied as well as how to study it can be seen as curriculum development. Curriculum development in this instance is a dynamic, ongoing, and contextual process (contextual). Implementing a curriculum involves incorporating ideas, concepts, programs, or arrangements into new activities or learning practices in order to affect changes in a population that is supposed to undergo change. Two levels of curriculum implementation exist: classroom level implementation and school level implementation. While the responsibilities of the principal and teachers in carrying out the curriculum differ, as does the level at which the administration is implemented (grade level versus school level), the administration of the school is always implemented in tandem.