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PROCEEDING 2010 NATIONAL CONFERENCE ON LITERATURE AND LANGUAGE TEACHING PROMOTING GLOBAL PERSPECTIVES IN LITERATURE AND LANGUAGE TEACHING MA CHUNG PRESS MALANG, INDONESIA 2010

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PROCEEDING2010 NATIONAL CONFERENCEON LITERATURE AND LANGUAGE TEACHING

PROMOTING GLOBAL PERSPECTIVESIN LITERATURE AND LANGUAGE TEACHING

MA CHUNG PRESS MALANG, INDONESIA 2010

Proceeding 2010 National Conference on Literature and Language Teaching

Hak Cipta 2010 pada PenulisHak Cipta dilindungi undang-undang. Dilarang memperbanyak atau memindahkan sebagian atau seluruh isi buku ini dalam bentuk apapun, baik secara elektronis maupun mekanis, termasuk memfotocopy, merekam atau dengan sistem penyimpanan lainnya, tanpa izin tertulis dari Penulis.

Editor Desain cover Lay out

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Dr. Patrisius Djiwandono : Sugeng Riadi, S.T. Ni Putu Ayu Pramanasari, S.S. Wike Asteria Lucas, S.S., S.P. Ma Chung Press Jl. Villa Puncak Tidar N-01 Malang-Indonesia

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Penerbit

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Perpustakaan Nasional: Katalog dalam Terbitan

Universitas Ma Chung Malang Proceeding 2010 National Conference on Literature and Language Teaching X xiii + 143 hlm.; 21cm x 29,7cm ISBN: 978 979 17959 6 8

National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

KATA PENGANTAR

Promoting global perspectives in literature and language teaching merupakan tema yang diusung untuk prosiding ini yang memuat tulisan-tulisan ilmiah para pemakalah dalam kegiatan Konferensi Nasional Pengajaran Sastra dan Bahasa (NACOLLIT) ke 1 pada bulan Juni 2010 yang diselenggarakan oleh program studi Bahasa Inggris, Universitas Ma Chung. Tema ini merupakan refleksi dari pengalaman empiris bahwa pembangunan karakter sebuah bangsa khususnya melalui bidang pendidikan tidak akan berlangsung secara optimal bila dilakukan secara sepenggal-sepenggal dan tersegmentasi dalam sebuah pola pikir yang bernuansa lokalitas. Sebaliknya, perkembangan di era teknologi informasi ini dengan segala kompleksitasnya mau tidak mau menuntut dunia pendidikan untuk terbuka terhadap paradigma global yang bercirikan keberagaman atau multi pendekatan dalam menyelesaikan persoalan-persoalan kehidupan bangsa. Prosiding ini merupakan perwakilan bagaimana wajah multi perspektif itu dilukiskan oleh para pemikir, praktisi, dan peneliti dalam dua kanvas besar yaitu sastra dan bahasa. Untuk itu, sudah sepatutnyalah apresiasi yang besar kami sampaikan kepada mereka yang telah menyumbangkan pemikiran dan gagasannya melalui karya-karyanya yang bermutu. Akhir kata, besar harapan kami prosiding ini akan bermanfaat bagi semua pihak.

Malang,12 Juni 2010

Leenawaty Limantara, M.Sc., Ph.D Rektor Universitas Ma Chung

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

SUSUNAN ACARA PELAKSANAAN : SABTU, 12 JUNI 2010 WAKTU07.00 08.00 08.0008.15 08.1508.30 Konfirmasi Pendaftaran (Panitia) Pembukaan Penyambutan& teknis acara (MC) Pidato Pembukaan / Peresmian (Rektor Universitas Ma Chung Leenawaty Limantara, Ph.D.)

KEGIATAN

RUANG Theater RoomGedung Bhakti Persada Lantai 1

Theater RoomGedung Bhakti Persada Lantai 1

Theater RoomGedung Bhakti Persada Lantai 1

PLENARY SESSION AJudul 08.3009.20 Presenter Moderator Lilis Lestari Wiludjeng., SS., M.Hum Ruang

Literary Perfomance: Unravelling Hidden Potentials of Poetic Language

A. Effendi Kadarisman, Ph.D

Theater RoomGedung Persada Lantai 1 Bhakti

09.2009.30 09.3009.45

Penyerahan Cinderamata ke Pembicara Utama MC

Theater RoomGedung Bhakti Persada Lantai 1

Coffee BreakLobby Theater Room Gedung Bhakti Persada Lantai 1

Parallel Session 1A Judul Improving the Quality of Teaching English by Improving the Qualification of Teachers Translating the Main Points of Newspaper Opinions and Editorials in Indonesian into English Literary Works in English Language Teaching: An Effort to Boost Young Learners Linguistic Skills and Cultural Knowledge Portfolio and Self-assessment in Translation Class The development of Teaching Materials for The Students of The Faculty of Engineering Universitas Brawijaya

Gedung Bhakti Persada Lantai 2Presenter Abdul Muth'im Moderator Kartika Nuswantara Ruang Carotenoid

B

Barli Bram

Lis Setiawati

Phycocyanin

09.4510.25

C

Condro Nur Alim 1. Harris Hermansyah Setiajid 2. Winda Adeputri D. 3. Simon Arsa M. 1. Indah Winarni 2. Rita Darmayanti 3. Moch. Aminullah 4. Afif Ikhwanul M.

Meinarni Susilowati Rainerius Hendro Prasetianto Reimundus Raymond Fatubun

Chlorophyll

D

Anthocyanin

E

Curcuminoid

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

PELAKSANAAN : SABTU, 12 JUNI 2010 Parallel Session 2A Judul New Words Encountered as The Results of Unpredictable Word Formation Processes Peran dan Kepedulian Media Massa terhadap Penggunaan Bahasa Indonesia yang Baik dan Benar The Students' Perspective on Teacher's Identity Representation in EFL Classroom Interactions Engagement Strategy for Teaching Reading to Students of English A Marxist Feminist Reading of Nawals Women at Point Zero and Dewi Linggasaris Sali: Two Women from Vastly Different Civilizations at Vastly Different Point Zeros

Gedung Bhakti Persada Lantai 2Presenter Kartika Nuswantara Moderator Rohmani Nur Indah Sudartomo Macaryus Ruang Carotenoid

B

Lis Setiawati

Phycocyanin

10.3011.10

C

Meinarni Susilowati

Sugeng Hariyanto

Chlorophyll

D

Rainerius Hendro Prasetianto

Susi Harliani

Anthocyanin

E

Reimundus Raymond Fatubun

Indra Charismiadji

Curcuminoid

Parallel Session 3Judul Discovering Students Expertise to Augment Claim Quality in Writing Classes at UIN Maliki Malang Memfungsikan Bahasa Inggris dalam Kehidupan Teknologi Informasi dan Profesi Penerjemahan Pengajaran Apresiasi Drama dengan Pendekatan Konstruktivis Menggunakan Media Film Blended Learning: Best Practice in ICT-Based ELT Implementation

Gedung Bhakti Persada Lantai 2Presenter Rohmani Nur Indah Moderator Yohanes Hartadi Agnes Herawati Winarto Pikir Wisnu Wijayanto Esra Nelvi Manutur Siagian Ruang Carotenoid

A

B 11.1511.55 C

Sudartomo Macaryus Sugeng Hariyanto 1. Susi Harliani 2. Endro Sutrisno

Phycocyanin Chlorophyll

D

Anthocyanin

E 11.5513.00

Indra Charismiadji

Curcuminoid

Lunch & Prayer BreakLobby Theater Room & Prayer Room Gedung Bhakti Persada Lantai 1

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

PELAKSANAAN : SABTU, 12 JUNI 2010 Parallel Session 4A Judul The Destruction of The Tasmanian Aborigines in Mudrooroos Doctor Wooreddy The Use of Multimedia in Developing Interesting English Syntax Material Peran Strategis Teknologi Informasi dan Komunikasi dalam Pembelajaran Bahasa English Competence Needed by Nursing Department Students Strategi Pembelajaran dalam Program Pengajaran Bahasa Indonesia sebagai Bahasa Asing di Universitas di Australia

Gedung Bhakti Persada Lantai 2Presenter Yohanes Hartadi Moderator Gracia Sudargo Ruang Carotenoid

B 13.0013.40

Agnes Herawati

Joni Alfino Like Raskova Octaberlina Masnidar Tanjung Mierza Miranti

Phycocyanin

C D

Winarto Pikir Wisnu Wijayanto Esra Nelvi Manutur Siagian

Chlorophyll Anthocyanin

E

Curcuminoid

Parallel Session 5A B 13.4514.20 C D Judul Postcolonialism Ideology in Avatars Plot: A Literary Analysis on Movie Teaching Writing at Senior High School: A Challenge To Be Global is Good, But to Be Glocal is Perfect Developing KTSP in the Teaching of English Grammatical Structure Promoting Environmental Sustainability Awareness in the Classroom: Integrating Renewable Energy Issues in English Lessons based on KTSP

Gedung Bhakti Persada Lantai 2Presenter Gracia Sudargo Joni Alfino Like Raskova Octaberlina Masnidar Tanjung Moderator Indra Charismiadji Suko Winarsih Tri Budhi Sastrio R. A. Noer Doddy Irmawati Ruang Carotenoid Phycocyanin Chlorophyll Anthocyanin

E

Mierza Miranti

Indah Winarni

Curcuminoid

Parallel Session 6A 14.2515.05 B Judul Language Assessment Using Technology Pengembangan Bahan Ajar BIPA Berdasarkan Authentic Materials Teaching English in Indonesian Environment. A Case Study: Developing Indonesian English The Improvement of Academic Reading Achievement by Using Task-based Learning

Gedung Bhakti Persada Lantai 2Presenter Indra Charismiadji Suko Winarsih 1. Tri Budhi Sastrio 2. Irina Floretta Tunjung Sari R. A. Noer Doddy Irmawati Moderator Abdul Muth'im Barli Bram Condro Nur Alim Harris Hermansyah Setiajid Ruang Carotenoid Phycocyanin

C

Chlorophyll

D

Anthocyanin

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

PELAKSANAAN : SABTU, 12 JUNI 2010 PLENARY SESSION BJudul 15.0516.00 Presenter Moderator Dr. Patrisius Djiwandono Ruang

The Sufferings of A Non-native Speaker: VocabularyPenyerahan Kenang kenangan (MC)

Theater RoomProf. E. SadtonoGedung Persada Lantai 1 Bhakti

16.0016.10 16.1016.15 16.15Selesai

Theater RoomGedung Bhakti Persada Lantai 1

Pidato Penutupan (Ketua Program Studi Bahasa dan Sastra Inggris Prof. Drs. Handiyo Kartawinata, M.A., Ph.D.) Penutup Pembagian Sertifikat Coffee Break (Panitia)

Theater RoomGedung Bhakti Persada Lantai 1

Lobby Theater RoomGedung Bhakti Persada Lantai 1

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

DAFTAR ISIHALAMAN JUDUL .................................................................................................................................................................i KATA PENGANTAR .............................................................................................................................................................. ii SUSUNAN ACARA ............................................................................................................................................................... iii DAFTAR ISI......................................................................................................................................................................... vii DAFTAR PENYAJI ............................................................................................................................................................... vii

PLENARY SESSIONSA. LITERARY PERFORMANCE: UNRAVELING HIDDEN POTENTIALS OF POETIC LANGUAGE ........... 1 A. Effendi Kadarisman B. THE SUFFERINGS OF A NON-NATIVE SPEAKER: VOCABULARY ............................................................. 2 Eugenius Sadtono

PARALLEL SESSIONSIMPROVING THE QUALITY OF TEACHING ENGLISH BY IMPROVING THE QUALIFICATIONS OF TEACHERS .................................................................................................................................................................... 13 Abdul Muthim THE USE OF MULTIMEDIA IN DEVELOPING INTERESTING ENGLISH SYNTAX MATERIAL .................................................................................................................................................................... 18 Agnes Herawati TRANSLATING THE MAIN POINTS OF NEWSPAPER OPINIONS AND EDITORIALS IN INDONESIAN INTO ENGLISH............................................................................................................................................................. 21 Barli Bram LITERARY WORKS IN ENGLISH LANGUAGE TEACHING: AN EFFORT TO BOOST YOUNG LEARNERS LINGUISTIC SKILLS AND CULTURAL KNOWLEDGE............................................................... 25 Condro Nur Alim THE STUDY OF SPEECH ACTS IN 419 NIGERIAN ADVANCE FEE FRAUDS SPAM EMAILS ................... 29 Daniel Ginting STRATEGI PEMBELAJARAN DALAM PROGRAM PENGAJARAN BAHASA INDONESIA SEBAGAI BAHASA ASING DI UNIVERSITAS DI AUSTRALIA ............................................................................................. 34 Esra Nelvi Manutur Siagian POSTCOLONIALISM IDEOLOGY IN AVATARS PLOT: A LITERARY ANALYSIS ON MOVIE ............... 41 Gracia Mary Sudargo PORTFOLIO AND SELF-ASSESSMENT IN TRANSLATION CLASS ................................................................ 45 Harris Hermansyah Setiajid, Winda Adeputri Djohar, Simon Arsa Manggala THE DEVELOPMENT OF TEACHING MATERIALS FOR THE STUDENTS OF THE FACULTY OF ENGINEERING UNIVERSITAS BRAWIJAYA .................................................................... 49 Indah Winarni, Rita Darmayanti, Moch. Aminullah, Afif Ikhwanul M BLENDED LEARNING: BEST PRACTICE IN ICT-BASED ELT IMPLEMENTATION ................................... 55 Indra Charismiadji LANGUAGE ASSESSMENT USING TECHNOLOGY............................................................................................. 56

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang Indra Charismiadji TEACHING WRITING AT SENIOR HIGH SCHOOL: A CHALLENGE ............................................................. 57 Joni Alfino NEW WORDS ENCOUNTERED AS THE RESULTS OF UNPREDICTABLE WORD FORMATION PROCESSES................................................................................................................................................................... 59 Kartika Nuswantara TO BE GLOBAL IS GOOD, BUT TO BE GLOCAL IS PERFECT......................................................................... 64 Like Raskova Octaberlina PERAN DAN KEPEDULIAN MEDIA MASSA TERHADAP PENGGUNAAN BAHASA INDONESIA YANG BAIK DAN BENAR ....................................................................................................................................................... 68 Lis Setiawati DEVELOPING KTSP IN THE TEACHING OF ENGLISH GRAMMATICAL STRUCTURE ............................ 72 Masnidar Tanjung THE STUDENTS PERSPECTIVE ON TEACHERS IDENTITY REPRESENTATION IN EFL CLASSROOM INTERACTIONS ........................................................................................................................................................... 77 Meinarni Susilowati PROMOTING ENVIRONMENTAL SUSTAINABILITY AWARENESS IN THE CLASSROOM: INTEGRATING RENEWABLE ENERGY ISSUES IN ENGLISH LESSONS BASED ON KTSP....................... 81 Mierza Miranti ENGLISH COMPETENCE NEEDED BY NURSING DEPARTMENT STUDENTS ............................................ 90 Pikir Wisnu Wijayanto THE IMPROVEMENT OF ACADEMIC READING ACHIEVEMENT BY USING TASK-BASED LEARNING .................................................................................................................................................................... 94 R.A. Noer Doddy Irmawati ENGAGEMENT STRATEGY FOR TEACHING READING TO STUDENTS OF ENGLISH............................. 95 Rainerius Hendro Prasetianto A MARXIST FEMINIST READING OF NAWALS WOMEN AT POINT ZERO AND DEWI LINGGASARIS SALI: TWO WOMEN FROM VASTLY DIFFERENT CIVILIZATIONS AT VASTLY DIFFERENT POINT ZEROS .......................................................................................................................................................................... 100 Reimundus Raymond Fatubun DISCOVERING STUDENTS EXPERTISE TO AUGMENT CLAIM QUALITY IN WRITING CLASSES AT UIN MALIKI MALANG ............................................................................................................................................. 104 Rohmani Nur Indah MEMFUNGSIKAN BAHASA INGGRIS DALAM KEHIDUPAN ......................................................................... 110 Sudartomo Macaryus TEKNOLOGI INFORMASI DAN PROFESI PENERJEMAHAN ......................................................................... 111 Sugeng Hariyanto PENGEMBANGAN BAHAN AJAR BIPA BERDASARKAN AUTHENTIC MATERIALS .......................... 116 Suko Winarsih PENGAJARAN APRESIASI DRAMA DENGAN PENDEKATAN KONSTRUKTIVIS MENGGUNAKAN MEDIA FILM ............................................................................................................................................................... 123 Susi Harliani, Endro Sutrisno

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

TEACHING ENGLISH IN INDONESIAN ENVIRONMENT. A CASE STUDY: DEVELOPING INDONESIAN ENGLISH ...................................................................................................................................................................... 131 Tri Budhi Sastrio, Irina Floretta Tunjung Sari PERAN STRATEGIS TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM PEMBELAJARAN BAHASA ....................................................................................................................................................................... 135 Winarto THE DESTRUCTION OF THE TASMANIAN ABORIGINES IN MUDROOROO'S DOCTOR WOOREDDY ................................................................................................................................................ 140 Yohanes Hartadi

DATA PENYAJI .................................................................................................................................................................... x SUSUNAN PANITIA .......................................................................................................................................................... xiii

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

Literary Performance: Unraveling Hidden Potentials of Poetic LanguageA. Effendi Kadarisman Universitas Negeri Malang Abstract Unlike everyday speech which primarily conveys literal messages, poetic texts may contain hidden energy waiting to be revealed through oral performance. Along this line of reasoning, this paper argues that various types of literay performance may each accomplish different purposes. Poetry reading brings out the hidden meaning of a poem, and occasionally gives a different interpretation to it. When it is done by a prominent poet, poetry reading gives greater literary significance to his/her poems. Poetry singingrather unusual in a modern literary sensemay multiply the poetic effects on the audience. In traditional literature, as revealed by Ethnopoetics, texts of high literary quality may be performed through declaimed narration, chant, or singing. In fact, the term tembang in Javanese poetics, best translated into sung-poetry in English, suggests that poetry and song always go hand in hand. In Islamic tradition, oral performance of religious texts is meant to accomplish both solemnity and aesthetic purposes. Overall, literary performance which brings to light countless hidden potentials of poetic texts shows that human language, besides its primary function as a means of social communication, also contains a huge range of additional meanings aesthetic, symbolic, cultural, and religious meanings.

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

The Sufferings of A Non-native Speaker: VocabularyE. Sadtono Ma Chung University Malang, Indonesia Abstract Learning and remembering English vocabulary is one of the most difficult tasks for the nonnative speaker of English, especially now that English has become the global lingua franca. The paper will discuss briefly the major problems the non-native speaker has to face in learning vocabulary which the native speaker may not realize. The word sufferings refers to the burden of non-native learners in overcoming the never-ending problems in mastering vocabulary. Nonnative learners of English do not only suffer from lexical problems, but also from spelling, pronunciation, and grammar and the four skills, but due to space and time constraints, the paper is focused only on vocabulary, even then the treatment is far from exhaustive. The sufferings are based on the more than 25 years of learning English as a foreign language. Suggestions as to how to cope with the problems will conclude the paper. Keywords: non-native speaker, sufferings, English vocabulary, confusion the word in question, and the notionalists are those whose judgment on correctness is based on the concept of logicality. Einsohn (2001, 335-338) revealed that In some cases, however, the rules are unclear or disputed, and the experts offer conflicting analyses. She further commented that The perplexities are compounded when an author and a copyeditor have different positions about what constitutes correct English. On grammar she said that even the experts sometimes disagree. And the battle is between the descriptivists, who seek to document how language is used, and the prescriptivists, who championed an edenic vision of how the language should be used. The problem for NNSs is compounded by the fact that correctness is sometimes based on which one sounds better. (Einsohn, 2004: 341). The following is an example of the use of as well as: Prescriptive grammar handbooks treat a pair of singular nouns joined by as well as as singular, but descriptive analyses show that usage is mixed. The best advice comes from DEU (Dictionary of English Usage?) (s.v. as well as): When a singular verb sounds better, use commas to set off the as well as phrase. When the plural verb sounds better, do not set off the as well as phrase. - For copyeditor, a style manual, as well as a dictionary, is useful. - A style manual as well as a dictionary are always on his desk. For NNSs such a problem is extremely difficult as they do not know which one sounds better. Speaking about correctness, there are sentence constructions, for example, which are prescriptively incorrect, but now correct based on corpus linguistics. For example Everybody has to go and they have to take their own belongings. In this sentence everybody is single, thus the use of has, but it changes into they and the verb have a NNS would be confused as there is no consistency. According to prescriptive grammar, it should be Everybody has to go, and he or she has to take his or her own belongings. The question for the NNS is Who should we follow? Thus correctness now depends on whose viewpoint we are dealing with and for the NNS it is simply mindboggling. As a NNS, I find it hard to follow the development in EFL and sometimes I get confused because of the differences in dialects; to make it simple let us take the differences between British English (BE) and American English (AE). The popular illustration is when we stay at a hotel, for example, we will come across with the term first floor: in AE it means the first storey in real term; but

IntroductionThe first twenty five years is the most difficult time to learn a foreign language said a sage. I have learned English for more than twenty five years and I still have to struggle hard to master vocabulary, perhaps because my language aptitude is low. As English has become the global language and the number of non-native speakers (hereafter NNS) exceeds the number of native speakers (hereafter NS), the reference for correctness and appropriacy has practically been lost. Now we do not really know who the authorities are, especially with the emergence of corpus linguistics that suggests that the authority is the majority of users. But a question immediately arises: if the majority of users is the authority on correctness, would corpus linguists take data from non-native speakers English? They are now the majority of English speakers. The problems are confounded by the fact that since 1998 , there has been an evolution (or revolution?) in English as a result of corpus linguistics. The authorities in English are practically divided into three camps: the prescriptivists, the descriptivists, and the notionalists. The prescriptivists are followers of the Latin-based grammar, the descriptivists are followers of corpus linguistics whose pronouncements of correctness are based on the number of native speakers of English using

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang in BE it is the second floor, the first floor being the ground floor. Frequently the NNSs fail to know whether a vocabulary item is still used or not used anymore in BE or AE. For example to hail from to have been born in a particular place id old-fashioned (Longman Dictionary of Contemporary English , hereafter LDCE, 2004:726). As a result, if an Indonesian writes a textbook for learning English, sometimes there are vocabulary items which are not used anymore or rarely used in BE or AE, for example the word Rather! (BE) is used to agree with someone was used in old-fashioned spoken English. As there are roughly double standards of correctness, the NNS learners get frequently confused, thus their sufferings. There are so many factors affecting the learning of vocabulary of a foreign language. The discussion in this paper is concerned with the major problems only due to limited time and space, though other problems are not discussed, they are no less important than the topics currently dealt with. not in another. For example diaper is used in modern AE, but it is old fashioned in BE which uses nappy instead, sidewalk (AE) is replaced by pavement in modern BE. Chook used in Australia is old-fashioned in BE, replaced by chicken. Bioscope in South Africa is replaced by cinema in BE. Summary of Suffering 1: NNS learners of English suffer from the fact that language changes and they may not know whether or not a vocabulary item is already old-fashioned, and when they use it unknowingly, it would be unacceptable.

Suffering 2: NuancesNuances here refer to the fact that there are slight differences in meaning of synonyms which constitute a headache for NNS. The simple example is the difference between possible and probable, the latter being stronger than the former. A more complicated example is the following: rather, fairly, quite, and pretty. LDCE (2004:1359) explains: Rather, fairly, quite, and pretty are all used to say that something is true to some degree, but not completely or extremely: Shes rather shy. | You should find the test rather easy.| It took quite a long time (NOT a quite long time). | His English is pretty good. Rather is fairly formal but can be used in spoken English, especially in British English. In American English it is more usual to use pretty. In both American and British English, pretty is more usual in speech than in writing. Quite can also be used in front of an adjective or adverb, and in British English a verb, to mean completely. This is a fairly formal use: You are quite wrong. | I quite understand your feelings. A NNS would get confused by the fact that it also depends on whether it is British or American English and whether it is in speech or writing; and the statement Rather is fairly formal but can be used in spoken English so it is half formal and half informal spoken English; and the statement .. is fairly formal.. meaning not very formal and not very informal either. As a NNS I expect to have some clarification of a related word somewhat in comparison with rather, but probably for the NS it is not a problem and so it is not discussed in the dictionary. Summary of Suffering 2: NNSs can send a message to a NS, but it could be misinterpreted because the NNS was ignorant of the accurate word he/she wanted to convey.

Suffering 1: The Dynamic Character of LanguageVirtually all living languages change: new words are always born and some old words die, meaning not used anymore, and some others change their meaning or pronunciation. English, being used all over the world, changes fast, especially because science develops very fast and scientists need to communicate their discovery worldwide using English, they need to label their inventions using words. As a result, they have to create or coin new words, borrow words from other languages, or give a new meaning to old words to name their new inventions. For example the computer science creates new meaning for old words such as to burn. In addition, society also creates new words, especially the young people, so they invent new words (slang) or create their own language variety. Even the older generation of native speakers cannot cope with the new lexical items the younger generation has created, let alone the non-native speakers. Some illustrations for the points above: the word cool, for example, formerly it means not hot but nowadays it also means good. In Indonesian, the pronunciation of the word pasca (post) is [pascha], but now most people would pronounce it as [paska] and write it as as paska. It is wrong actually, but when the majority of people say [paska] and write it as paska, it will be acceptable and become right. Actually the mass media is the culprit, once they take up a word, spell it wrongly, and print it, people will follow it blindly, and then it becomes a misnomer (salah kaprah, Ind.). Another problem is the so-called old-fashioned words. The issue is that a word is old-fashioned in one place but

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

Suffering 3: CollocationCollocation is pairing of vocabulary items or the way in which some words are often used together ( LDCE, 2004: 294). CALD (2002:597) for example gives the following collocations of the word help: Words that go with help: ask for/need/seek/want help; give/offer/provide help; enlist the help of somebody; refuse help; extra/financial/professional help; a big/enormous/great/real help; help from sb/sth; help with sth; with/without help Here is an example in Indonesian. The concept of death in Indonesian can be expressed using the words gugur, wafat, meninggal, mati, and mampus. But they are not mutually interchangeable. For example tentara gugur,- a soldier died, nabi wafat,- a prophet died, tukang becak meninggal,- a becak driver died, ayamku mati, my chicken died, musuhku mampus my enemy died. (In English of course we can use pass away, or kick the bucket, depending on the context) In Indonesian we do not say for example pengemis itu wafat,- the beggar wafat (died) or tukang becak itu gugur- the becak driver gugur (died). Using a metaphor, each word has its own spouse, some words are monogamous, and some others polygamous. The word meninggal is polygamous, meaning that it can be paired with many other different words, whereas gugur is monogamous, as it has only one spouse, that is tentara. As an illustration of the importance of collocation and appropriacy, the following is an example of a mixture of wrong collocation and appropriacy: Pak Gub (Gubernur), apa dikau kasih ijin sama aku buat menghadiri persemayaman kucingku yang wafat tadi malam? In this example, there is nothing wrong with the grammar as well as vocabulary, but there is something wrong with collocation and appropriacy; such a language could be made by a foreigner learning Indonesian. The same thing could be produced by a NNS speaking in English, and the NNS did not realize the mistake. In learning English, however, the NNSs would find it hard to master collocation as there is virtually no practical rule governing its use. Only with a great deal of exposure to different written and oral texts can the NNSs master collocation. The problem usually arises when a NNS writes something which is grammatically correct, but collocationally incorrect; he or she will naturally be bewildered. The NS who reads it may only say that he or she does not say or write it that way. Fortunately now, with the help of a thick monolingual dictionary (EnglishEnglish) with examples or a dictionary of collocation, be it printed or electronic (the internet included), the NNSs can overcome this kind of obstacle somewhat easily with the principle When in doubt, consult the dictionary. Cambridge Advanced Leaners Dictionary (hereafter

CALD) for example, has a collocation following many of the verb entry. Summary of Suffering 3: The NNS may send a message to a NS and the NS would chuckle because of the funny or strange combination of words.

Suffering 4: IdiomsPhelps (1948: 173) explained that In the old-fashioned English courses idiom was often treated as an additional luxury, relegated to an appendix at the back of the primer, to be tackled by the most ambitious or advanced students. However, as far as NNSs are concerned, idioms are extremely important as they are found practically in all fiction materials though less in non-fiction materials. English idioms can be divided into seven categories (Wilson, 2010.), they are as follows: 1. Informal idioms used with friends and family in relaxed situations 2. Formal idioms serious and polite used in conversation and formal writing 3. Very informal very informal or not very polite forms, and they are used between members of social groups 4. Old-fashioned idioms still used but they sound oldfashioned 5. Taboo those idioms are likely to cause offence and never used in formal situations 6. Humorous idioms intended to make people laugh 7. Literary idioms more used in literature rather than everyday speech Unfortunately, Wilson did not provide examples of those different categories of idioms. Idioms are another pain in the neck for the NNSs as they simply have to be memorized because there is no rule governing them. Another problem idioms create is that some of them are archaic and some NS writers of composition dissuade NNSs from using them. Again the problem is that the NNSs do not know whether or not an idiom is archaic. For example rechargeable battery is archaic in BE, now it is called accumulator (en.wikipedia.org/wiki/lis_of_words_having_differentmeaning_in_British_and_American_English). In relation to global English, it is suggested that idiomatic expressions should be avoided as much as possible when we speak with another NNS using English as he or she may not be familiar with the idiom we use. Another problem is that different idioms are used in different English speaking countries, such as the UK, the US and Australia. As a result, idioms may not be mutually understandable even among native speakers of English.

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang Summary of Suffering 4: NNSs think that idioms are a real burden because they have to be memorized as units, otherwise they could be trapped into thinking that they are just a normal expression which can be analyzed grammatically and lexically. In addition, the same idiomatic expression in one English country may have a different meaning or not used in another English speaking country. Australian/British Agreed on the price Cater for a party Protest against the war Provide us with a plan Wrote to his MP American Agreed the price Cater a party Protest the war Provide us a plan Wrote his MP sentences, while the descriptivists suggest otherwise. Winston Churchill was against the prescriptivist as evidenced in his famous sarcastic comment: This is the sort of English up with which I will not put and This is a form of pedantry up with which I will not put. (Peter, 2007:644). Another problem for NNSs is differences in meaning for the same form due to dialect differences, for example look out in BE means look outside whereas in AE it means watch out. Root on in AE means something positive, i.e. to cheer up and give support, but in Australian English (slang) it means something negative, i.e. to have sexual relations with someone. (Potter, 2001:205). Another confusion for the NNSs is the fact that different dialects of English may use verbs with or without prepositions. Peter (2007:643) provided the following example:

Suffering 5: PrepositionsPrepositions look trivial as they are just small stuff and in Indonesian they are not a big deal. In English, however, they can be confusing for NNSs as prepositions can be divided into several categories: (1) one-word prepositions, such as look for, come across, run into, and the like, (2) two-word prepositions, such as look forward to, substitute x for by, look down upon, etc., (3) prepositions separated from their verbs, such as prevent someone from verb + ing and (4) prepositional phrase, such as in bed, at war, etc. In addition, just replacing a preposition can change the meaning, for example: look for, look out, look into, look at. It is also difficult to remember the following: (a) agree with a person, opinion, or policy, (b) agree about a subject of discussion, (c) agree on a matter for decision, (Swan, 1996: 445) when in Indonesian there is practically only one preposition setuju dengan or menyetujui .. (without preposition). However, there are also verbs with different prepositions, and yet the meaning is the same, for example disappointed with/at/about something. Inconsistencies in prepositions are also a problem for NNSs such as to discuss something, but a discussion about something; another example is to emphasize something, but emphasis on something. Recently, however, I saw in an article emphasize on something. A confusing vocabulary item for Indonesians is the word lack, because there are (a) lack of: Lack of money prevented him from marrying his girl-friend, (b) to lack (no preposition): she lacked courage to borrow money from her boss, and (c) to be lacking in: he was lacking in wisdom (Swan, 1996:447) In terms of the place of preposition, the prescriptivists suggest that we should not use a preposition at the end of Rules for preposition are also upsetting, for example we can separate the preposition from the verb such as Take your coat off or Take off your coat; but we cannot say *Look yourself after instead we should say Look after yourself. (CALD, centre 26) How in the world can a NNS ever learn and master prepositions? Summary of Suffering 5: As well as idioms, prepositions have to be memorized as units. Another difficulty is the following confusion: (a) some verbs have more than one preposition; (b) some verbs have more than one preposition and the meaning remains the same whichever preposition is used; (c) and some verbs and their prepositions can be separated by a word and the meaning remains the same, whereas some other verbs cannot be separated from their prepositions, and (d) some English dialects use some verbs with preposition, whereas some others without preposition.

Suffering 6: Informal and Formal VocabularyIn terms of formal language, it is suggested that there are informal, medium formal and formal language. At school, NNSs usually learn the medium formal language. One of the problems NNSs face is to identify formal and informal vocabulary items. The rule of thumb is formal vocabulary items consist of single, relatively long, words; whereas informal vocabulary may consist of two or more words. For example, to put off (informal, two words) is the same as the formal words to postpone, to procrastinate, and to delay (one word); to step down to alight, etc. Short forms for informal vocabulary and long ones for formal vocabulary, for example fire (short) conflagration (long). However, there are short words

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang which are formal, for example to handle, to rise, etc. NNS learners of English usually fail to distinguish between formal and informal vocabulary items. In relation to this, when it comes to formal writing NNSs face the problem of inconsistency as in reality, NS writers are divided into two categories: (1) writers who like to use formal language, and (2) writers who do not like to use formal language, they are proponents of Plain English. Most of the authors writing textbook on writing tend to suggest that learners use Plain English, so instead of low-frequency high sounding words learners should use high-frequency words. But NNS learners frequently come across textbooks and journal articles using formal or outlandish vocabulary. For example the phrase a lot of which is supposedly informal, is used in many formal articles. So what should they follow? In fact, I personally find it easier to remember and use the formal vocabulary because mostly they consist of single words, therefore easy to remember, whereas informal words mostly consist of two or more words and more difficult to remember, for example it is easier for me to remember the word to investigate than the words look into (because there are other looks with different prepositions making it confusing, such as look after, look up, look out, etc. (See discussion on prepositions above). There are, however, formal phrases which are also long, for example to take into consideration. Another factor is that to me the formal vocabulary looks fancier and more sophisticated than the informal one; in addition writers also want to vary their language and no wonder that they invent or coin new words. Journal articles and bureaucratese are notorious for exploiting formal and low-frequency words. The issue of formal and informal vocabulary is compounded by the fact that there are degrees of formality and natural versus formal vocabulary. For example some informal words are more formal than other informal words, for example the verb understand is more formal than get. However, both are less formal than the formal verb comprehend. In addition to formal and informal vocabulary, there are also general language, specific language, and technical language, for example the following: Standards The language of math The language of language arts The language of science The language of social studies General language In all Specific language Total Technical language Sum

Person

Character

Protagonist

Knee

Kneecap

Patella

People

Population

Demograph ics

Phrasal verbs are supposedly informal, e.g. put up with for tolerate, make up for for compensate for; there are, however, many situations even in quite formal texts when a phrasal verb is the most natural-sounding way of expressing an idea, for example put on is much more natural than the formal don (Park, D. 2010:2). The NNSs in this case become virtually hopeless in overcoming the problems of formal and informal vocabulary. They would never know the most naturalsounding way of expressing an idea should they are confronted with the challenge to select two or more synonymous words and to choose the one that is more natural-sounding. NNS ears are simply not tuned to distinguish between natural-sounding and non-naturalsounding words. Summary of Suffering 6 Most NNSs do not understand the distinction between formal and informal vocabulary (not discourse) as in L1 (Indonesian) there are only a few of them, such as dikuburkan, dimakamkan, and disemayamkan. The NNSs suffering is to know what they are, where and when to use the formal vocabulary. They also encounter the contradiction between what they are supposed to write and the realities.

Suffering 7: RegisterAs register has something to do with formal and informal use of language, it is included in the discussion of NNS sufferings. The appropriate language registers depend on the audience (who), the topic (what), purpose (why), and location (where) (Montano-Harmon. 2010:1). Here is an overview of registers with specific examples for specific occasions (Beare, 2010). Beare divided register into

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang vertical register and horizontal register. The following are his definitions: Register: Type of language used when speaking to others Vertical register: Language used varying in degrees of formality Horizontal register: Jargon, slang, etc. used in communicating with your friends, colleagues, etc. The vertical language registers are as follows (MontanoHarmon. 2010; Beare. 2010) Frozen Register or Static Register is language that does not change, such as The Lords Prayer, the Preamble to the US Constitution, the Pledge of Allegiance (US), "set" speech which is often scripted. Formal Register has the following characteristics: o usually comprises complete sentences o uses specific word usage o used in formal setting o is one-way in nature o is impersonal and formal o is used to show respect o is used in places such as work, school and public offices. o The common formats: speeches, sermons, pronouncements made by judges, announcements. Consultative Formal Register is a standard form of communications. The characteristics are: o users are engaged in a mutually accepted structure of communications o it is formal o societal expectations accompany the users of this speech o it is professional discourse o Examples: when strangers meet, communications between a superior and a subordinate, doctor and patient, lawyer and client, lawyer and judge, teacher and student, counselor and client, conversation among colleagues, etc. Casual Register is used in conversations with friends and peers. The characteristics of casual register are as follows: o it is colloquial, idiomatic and often full of slang and vulgarities o it is used to signal belonging to a given group, so this is an in-group language. One must be a member to engage in this register (in-group members), e.g. buddies, teammates, chat, emails, blogs, and letter to friends. Intimate Register is used for private communications. It is reserved for close family members or intimate people, e.g. between husband and wife, parent and children, siblings, and lovers (and twins). It is "private" language, sometimes it is full of codewords only known to the two. Montano-Harmon (2010) gave the rule of language use: One can usually transition from one language register to an adjacent one without encountering repercussions. However, skipping one or more levels is usually considered inappropriate and even offensive. Beare (2010) suggesed that the language used becomes more formal as the relationship becomes less personal. In the table below, in the first relationship, a married couple, the wife uses the imperative form which would be inappropriate with a superior at work. In the last conversation, the man asks using an indirect question as a means of making his question more polite. The following is a comparison between correct and incorrect register: Correct Register (Wife to Husband) - Hi honey, how was your day? - Great. We got a lot done. And yours? - Fine, but stressful. Pass me that magazine, please. - Here you go. Incorrect Register (Wife to Husband) - Hello, how are you today? - I'm fine. Would you mind passing me the bread? - Certainly. Would you like some butter with your bread? - Yes, please. Thank you very much (Friend to Friend) - Hello Mr. Jones. May I ask you a question? - Certainly. How may I help you? - Do you think you could help me with this? - I'd be happy to help you. (Superior to Subordinate - at work) - Hey Jack, what are you doing?! Get to work! - Hey, I'll take as much time as I need.

(Friend to Friend) - Hi Charlie, can you give me a hand? - Sure Peter. What's up? - I can't get this to work. - Why don't you try to use a screwdriver?

(Superior to Subordinate at work) - Excuse me Peter, we seem to be having a problem with the Smith account. We'd better get together to discuss the situation. - That's a good idea Ms Amons, would 4 o'clock suit you? (Subordinate to Superior at work) - Good Morning, Mr. Jones, may I ask you a question? - Certainly, how can I help you? (Man Speaking to Stranger) - Pardon me. Do you think you could give me the time? - Certainly, it's twelve

(Subordinate to Superior - at work) - Good Morning, Frank. I need a raise. - Do you really? Well, forget about it! (Man Speaking to Stranger) - You! Tell me where supermarket is. - There.

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang thirty. -Thank - Not at all. English as sarong, kris,, and batik respectively. The following English words, for example, have no single word equivalents in Indonesian: scatological too interested in or related to human waste (LDCE, 2003: 1464), obscurantism the practice of deliberately stopping ideas and facts from being known (LDCE, 2003: 1116); The majority of words have multiple meanings, and both L1 and L2 may share only one meaning, for example chair and kursi share the same meaning. In Indonesian, the meanings of kursi are (a) a piece of furniture, and (b) figurative meaning (position), whereas in English it can mean: (a) a piece of furniture (noun, the same as in Indonesian), (b) to chair to preside a meeting, (c) the position of a being a university professor, (d) The chair (informal, AE) the electric chair (LDCE, 2004: 241). In discourse, the way peoples think differ, for example Americans would prefer straightforward thinking, first thing first, whereas the Javanese love using circumlocution. The problem is that way of thinking itself is subjective and it depends on the situation when the writer was writing his or her composition. (See Kaplan for further information on this topic). English reflexive verbs are verbs which describe words that show that the person who does the action is also the person who is also affected by it (CALD 2nd ed. 2005, p. 1064) such as he broke his arm, if it is literally translated it would be dia mematahkan lengannya. For beginners, it is simply strange or unthinkable that some one would be willing to break his own arm (unless he is crazy of course). Confusion would arise if the sentence is dia mematahkan lengannya (lengan musuhnya dalam kungfu), should it be translated into he broke his arm? But whose arm then? Another example is I enjoyed myself, literally translated Saya menikmati diri saya sendiri such an expression would evoke different kinds of imagination. Different mental pictures. The verbal phrase to shake hands to the Chinese is shaking hands with two hands, whereas in Western imagination when people shake hands, there must be two persons doing the handshaking. (Anon. 2010. On Developing English thinking way in Middle School Teaching. 29/3/2010). Word order. In English, people say Ladies and gentlemen, whereas in Indonesian Bapak-bapak, ibu-ibu, dan saudara-saudara sekalian.. In English people say You and I.. in Indonesian Saya dan saudara (mostly). Garden flower and flower garden can be confusing to Indonesian learners of English as they have to reverse the way of thinking. Indonesians would have to learn this kind of word order. One of ..(plural). In English, the usual expression to say something is very good or very bad (superlative adjective) is X is one of the best/worst Xs English

you.

Summary of Suffering 7: For NNSs the distinctions may not be clear because both the grammar and the diction of the texts are correct. Another aspect which they should learn is appropriacy.

(d)

Suffering 8: Way of ThinkingA number of pundits in TEFL suggest that if we want to learn a foreign language successfully we should also learn the way of thinking of the NS. This of course is extremely difficult as the NNS learners do not know the way of thinking of the NS; and so far as I know I have not seen a textbook teaching the way of thinking or the patterns of thinking of the NS as a guideline for NNSs. Most of research on this topic deals with a comparative study of works written by NS writers and NNS writers. Most English composition textbook writers suggest that we should use more active than passive sentences and that some verbs are stronger than others, that is the way English NSs think. This is what Indonesian learners of English should know as Indonesian basically uses more passive than active construction. The translation of the Indonesian sentence Buku itu mudah dibaca is mostly The book is easy to be read (passive) whereas the correct rendition is the book is easy to read (active). Way of thinking is inseparable from culture and for this reason lexical comparison is necessary. If we compare Indonesian and English we will find for example the following: (a) Words which have exactly the same meaning in both languages, such as radio, TV etc. most of these words are actually borrowed from Dutch or English and they are usually concerned with mechanical and electronic gadgets. (b) Words which have the same form but different mental pictures, such as house and rumah where the picture in the mind would be different. For example a Torajanese mental picture of house would be different from an Apaches mental picture of house. If the meaning is extended, the difference is more salient; for example to house X (The labourers are housed in an apartment) would be different from karyawannya dirumahkan (the labourers are discharged), both use the concept of house but the implication is different. In relation to house, English differentiates house from home where home is abstract and has a positive connotation and house is concrete, whereas Indonesian does not have such a distinction. (c) Words which have no equivalents in another language, for example sarung, keris, and batik are not available in English so they are adopted in

(e)

(f)

(g)

(h)

(i)

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang rarely uses the only one best/worst something, mostly it is one of the plural objects. If it is the really numero uno, the word the is stressed and pronounced [thi:]. Summary of Suffering 8: Different ways of thinking between English and Indonesian can become an obstacle when Indonesians learn English, the obstacle may be manifested in different mental pictures, non-existence of tangible and intangible objects in one or the other language; in the repertoire of meaning of both languages, usually there is only meaning in L1 that matches the meaning of the L2 repertoire of meaning; straightforward versus circumlocution expression; reflexive verbs; word order; and one of the superlative adjectives + plural noun. physicality of words. I should say that only very few NNSs would achieve the level of possessing the feeling of language (Sprchgefuhl-German) Summary of Suffering 10: The majority of NNSs would never ever reach the ability to perceive the rollercoastering of vocabulary. Does it matter?

Suffering 11: Pet PeevesPet peeves (AE) or pet hate (BE) is something that you strongly dislike because it always annoys you (LDCD, 2004:1227). For some NSs, words such as to impact, to liaise, to interface, and word ending -wise (stepwise, businesswise, etc.) are simply unacceptable, they are pet peeves. To NNSs, they are just as good as any English words. The problem is when the NNSs write an essay using some pet peeves, for example, and send it for publication but those words are crossed out by the editor whose pet peeves are those words, the NNSs will simply get flustered because they do not know what is wrong. Summary of Suffering 11: The fact that there are pet peeves is unfortunate for NNSs of English, especially if the NNS writers send their manuscript to NS editors who happen to have some pet peeves which are found in the manuscript.

Suffering 9: MalapropismSometimes NS writers make mistakes which NNS (readers) do not realize that they are mistakes due to the assumption that NS writers never make mistakes. The fact is that even NS writers do make mistakes. The following words are some examples of words confused by NS writers (Einsohn, 2006: 392): disinterested does not mean uninterested inflammable does not mean not flammable impracticable does not mean impractical noisome does not mean noisy regretfully does not mean regrettably respectively does not mean respectfully Those words are called malapropism. Malapropism is an amusing mistake that you make when you use a word that sounds similar to the word you intended to say but means something completely different (LDCE, 2004:996). When NSs themselves get confused about such words, what do we expect from NNSs? Summary of Suffering 9: When the stem of two words is the same, NNSs would hastily conclude that they are the same in meaning, in fact they may be not and the learners should not be fooled by appearances as appearances can be deceptive in language.

Suffering 12: Strong and Weak ExpressionsThe use of finite verbs in English expresses strength, but the use of noun phrase is weak (Einsohn, 2004:394) . The following are some examples of strong and weak expressions (boldface is mine): Weak: The primary focus of this workshop is recent developments in computer training. Strong: This workshop focuses on recent development in computer training Weak: This is a difficult problem that is going to require months of research Strong: This difficult problem will require months of research Weak: This house is old and is in danger of collapsing during an earthquake Strong: This old house could collapse during an earthquake For NNSs, the idea of strong and weak expressions by using verbs as against phrasal verbs is 'strange', as there is no such thing as strong and weak expressions in Indonesian. When an Indonesian has to write an essay in English, and he or she is supposed to use strong instead of weak expressions, the Indonesian would be perplexed.

Suffering 10: RollercoasteringRollercoastering is concerned with the sense of physicality of words (Einsohn, 2006:393). The NNSs are assumed to hear or feel the under in underlie or the over in overcome so they would be able to perceive the rollercoaster movement in a phrase such as the underlying problem in overcoming poverty or over the long run, these short-term problems can be solved. The NNSs are assumed to perceive the rollercoastering from under to over, or from the long run to short-term. The NNSs would virtually never notice such rollercoastering, nor would they ever hear or feel the

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang Summary of Suffering 12: This is another burden for NNSs to bear in learning English as a foreign language because they should be able to distinguish between strong and weak expressions, a phenomenon which does not exist in Bahasa Indonesia. - For copyeditors, a style manual, as well as a dictionary, is useful. - A style manual as well as a dictionary are always on his desk. Sounds unnatural is exemplified below: Einsohn (2004: 342) suggested when the plural sounds unnatural, the sentences should be revised. Awkward: The orchestra are tuning their instruments Preferable: The members of the orchestra are tuning their instruments. If the singular sounds awkward, the sentence should be revised - The recent divestiture and rising costs are expected to affect profits. - The recent divestiture as well as rising costs are expected to affect profits. Summary of Suffering 14: No way can a NNS perceive whether a phrase sounds better, right, unnatural, or awkward.

Suffering 13: Strange and Unusual Words for IndonesiansThere are some English words of low-frequency which are strange or unusual which Indonesian does not have, indicating that English is much richer and older than Indonesian and that English has words which Indonesians may never think of. The following words are some examples of the many words which have no single-word equivalents in Indonesian: Satyriasis abnormal sexual needs Uxoricide wife-killing Nymphomania compulsive sexual needs on the part of a female Callypegian possessed of a shapely posterior (Lewis, 1978: 527) Mastophobia the fear of breasts (Lewis, 1978: 527) Summary of Suffering 13: This is a blessing in disguise of suffering. The suffering is that the NNSs have to learn outlandish vocabulary, but on the other hand they also learn new things or concepts not available in Bahasa Indonesia which Indonesian people never think of.

Last Suffering: How to Learn and Remember VocabularyIn terms of remembering vocabulary, there are actually four kinds of vocabulary: (a) easy-to- remember vocabulary, (b) fairly-easy-to remember vocabulary, and (c) fairly-difficult-to-remember vocabulary, and (d) extremely-difficult-to-remember or slippery vocabulary. Vocabulary acquisition is inseparable from cultural understanding, and there are concepts in L2 which the culture of L1 does not have, as a result the L2 vocabulary item concerned is difficult to remember, for example the word facetious, manumit, etc. In fact, it is not the learning of vocabulary that is difficult, it is the retaining of vocabulary we have learned that is most difficult. In other words, to make the vocabulary items we have learned stuck in our memory is the issue. We will lose them easily if we do not use them frequently, receptively (such as in listening and reading) or productively (such as in speaking and writing). The failure of learners of English as a foreign language is mostly attributable to the absence of frequent exposures to English and frequent opportunities to use it. The easy-to-remember vocabulary items are the ones that have similarity in form and meaning, such as lamp, book, school, etc. which share similar forms with the Indonesian equivalents, because the equivalents are originated from English (Dutch). The-fairly-easy ones are nouns which we can perceive and which are frequently used, such as furniture around the house, and our emotions such as love, hate, etc. (c) fairly-difficult-toremember words are low-frequency words, but they can still be associated with something (a peg) so that we can remember them, such as panicky because we have the word panik in Indonesian, and the last one (d) the most difficult to remember words are those with which we can

Suffering 14: Sounds Better; Sounds Right; Sounds Unnatural; Sounds AwkwardIn English the correct use of words in an expression is sometimes determined by the fact that they sound better, sound right, sound unnatural, or sound awkward. (Einsohn, 2004: 340-342). How a NNS can ever judge the correctness of diction by sounding whether the expression sounds right, better, unnatural, or awkward is anybodys guess. The following are some examples (boldface is mine): For those who attended the second day of the annual meeting, there was an early morning panel and afternoon workshops. Einsohn suggested that Grammarians have also observed that certain constructions sound right to educated native speakers of English, even though the constructions defy formal or notional agreement. Such constructions exemplify the principle of attraction (or proximity), under which the verb tends to take the form of the closest subject. In using as well as: When a singular verb sounds better, use comma to set off the as well as phrase. When the plural verb sounds better, do not set off the as well as phrase. For example:

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang have no association whatsoever, and we have no similar concepts such as ubiquitous (seeming to be everywhere), cantankerous (bad-tempered and complaining a lot), etc. There are a number of ways of learning and remembering vocabulary. My own laws of memorization are as follows: There must be something (anything at all) we can associate the word with, that something serves as a hook (BE) or a peg (AE). Many times we have to create our own pegs. The peg must be humorous, ridiculous, stupid, or dirty. It is a fact that we can remember better things which are humorous, ridiculous, stupid, or dirty; and we easily forget things which are mundane, common and have no salient features. We must spend some time to manipulate the explanation about the meaning of the word being learned, not short-cut instant explanation such as translation. Our brain somehow needs time to crunch the meaning of the word and put it in our long-term memory. Instant explanation such as translation does not stay long in our memory. To reinforce our retentive memory, we should review the word from time to time, there is simply no substitute for review. The review may involve the four skills: listening, speaking, reading and writing. Using TPR will also help to remember the meaning of new words better. If a word shares similar sounds or spelling, it will be easy to remember and be kept in the long-term memory, for example embellishment will be easily remembered if we use the Indonesian word mbl-mbl as a peg as both words share the same sounds (albeit partially) and meaning. The peg here is the sound and it is also humorous. Another word is opaque. We can use similar sounding Indonesian word opak, a big round cracker the size of a plate. If we hold an opak in front of our eyes, we cannot see through it; so if something is opaque it means we cannot see through it, e.g. a shower with an opaque glass door, the opposite of transparent. Another example is if we have to teach the word reciprocal which is a slippery word difficult to remember especially because there is no peg associated with the word. Now take the morpheme proc, next draw a picture of two boxers hitting each other. Whenever a boxer hits an opponent, the sound of the hit is prok, and boxing is a mutual act of hitting, so the meaning of reciprocal is mutual which is implicit in boxing. A more interesting explanation is asking two students to come in front of the class and perform simulated boxing. The underlying principles of the example are: (a) an association is created (proc > boxing > mutual action > meaning of reciprocal); (b) interesting and humorous; (c) if it involves students it will be more interesting; and (d) the explanation takes time. All of these fulfill the laws above. The most difficult kind of words to remember is when a word deals with a concept we are not familiar with and so there is no single equivalent in L1. The word facetious for example, means saying things that are intended to be clever and funny but really silly and annoying (LDCE, p. 560); there is no one-word equivalent in Indonesian and such a word is extremely difficult to remember as there is no peg we can hang it on, no associative scaffolding. However, I happen to have a friend who fulfills the description and his name is Pranoto, he likes to say something supposedly funny, for example when he visits me with his wife, he would say Oh, saya datang dengan isteri orang. (I come with someones/someone elses wife) Isteri orang ordinarily means somebody elses wife, but the real meaning is isteri manusia (humans wife, not orang utans), so I use the phrase facetious Pranoto to remember the meaning of facetious. In this case I use my friend as a peg for association. In brief, the peg for remembering vocabulary items can be anything at all. There are still, however, hundreds of slippery words which defy association with anything, these words should be put in a context, noted down, and reviewed many times. There are a number of techniques of remembering vocabulary such as analyzing stem and its prefixes (derived from Latin or Greek), using acrostic, rhymekeys, loci method, keyword method, image-name technique, chaining and some others which are not discussed here for technical reasons. Conclusion Many people do not realize that learning a foreign language seriously aiming at mastering it well takes a long time and needs perseverance, because there are so many elements in language that are so overwhelming for the learners to incorporate. Unfortunately language is slippery and the absorbing capacity of our brain is limited, so learners have to be patient to learn and to review what has been learned so that they are not easily lost. In fact, language learners should make a pledge of allegiance to the effect that they are willing to go slow, spend time regularly to learn, and review what they have learned from time to time. Without such a commitment, foreign language learning is definitely doomed to failure. When I was in the final year of my senior high school, the school principal asked me What would you like to study after graduating from this school? I replied, Id like to study English at B-1 Course. (B-1 Course was a two-year teacher-training course). He then said, Dyou think you can do it? Its extremely difficult, as you have to memorize a lot of idiomatic expressions, etc. I did not pay much attention to his words then, but now I realize that he was right, and I do not know whether I can do it as I am still learning it.

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang The problems discussed above are only the tip of an iceberg and the clich the more I learn English the less I know it, is true and indeed it is a lifetime study.

Longman Dictionary of Contemporary English 2004. Harlow: Pearson Education Park, D. 2010. Identifying & using formal & informal vocabulary. Http://www.englishonline.org.cn/en/examswork/ielts-preparation-articles/article eleven. 3/29/2010 Peter, P. 2007. The Cambridge Guide to Australian English Usage. Cambridge: Cambridge University Press. Phelps, G.H. 1948. English idioms and English character. ELT Journal 1948 II(J):173-182. Cambridge: Cambridge University Press Potter, A. 2001. The Positive Thinkers Ten Commandments. New York: Berkley Books. p.205. Swan, M. 1996. Practical English Usage. Oxford: Oxford University Press. P.445 http://en.wikipedia.org/wiki/list_of_words_having_differe nt_meanings_in_British_and_American_English. 3/29/2010 Wilson, M.P. Mar. 10, 2010. Cambridge Idioms Dictionary, English as spoken. http://languagebooks_suite 101.com/article.cfm/Cambridge-idioms-dictionaryenglish-as-spoken. 29/3/10

ReferencesAnon. 2010. Is old-fashioned English still spoken anywhere in the world? http://www.askoxford.com/globalenglish/questions/oldfas hion/?view=print 3/29/2010 Cambridge Advanced Learners Dictionary. Second Edition. 2005. Cambridge: Cambridge University Press Anon. 2010. On Developing English Thinking Way in Middle School Teaching (written by a Chinese teacher) Beare, K. 2010. Introduction to Vertical Usage. About.com. Guide. http://esl.about.com/od/advanced speakingskills/a/v_register.htm. Accessed 14/4/2010 Einsohn, A. 2001. The Copyeditors Handbook. Denver: The Denver Publishing Institute Montano-Harmon, M.R. 2010. Developing English for Academic Purposes, California State University, Fullerton . http://www.genconnection.com/English/ap/LanguageRegi sters.htm . Accessed 4/14/2010 Lewis, 1978. Word Power Made Easy. NY: Pocket Book

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang

Improving the Quality of Teaching English by Improving the Qualification of TeachersAbdul Muthim Lecturer of English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University Banjarmasin states that high school graduates who have studied English for six years can scarcely read reference books written in English. Similar claim is expressed by Priyono (1997:17) that In Indonesia, the unsatisfactory results of the teaching EFL have been widely recognized. The claims and the complaints stated above are not groundless. The results of some research conducted to investigate students competence in the four language skills, i.e. listening, speaking, reading, and writing may become the proves. In reading area, for instance, Susilawati (2008) in her research on the ability of the 7 th semester students academic year 2008/2009 in finding meaning inferred from a reading text revealed that the highest percentage of students ability was at moderate level (46,15%) or 18 students of the total number of students, i.e. 39 persons. There was no student who had very good ability level, 5 students (12,83%) were in the category of having good ability, 14 students (35,90%) were in the category of having bad ability, and 2 students (5,21%) were categorized as having very bad ability. In the area of writing the unsatisfactory result is also found. For example, Roni (2006) who conducted a study on the students competency in writing descriptive paragraph uncovered: 40% of the students had problems in terms of topic sentence, 35% of them had problems in diction, and 25% of the subjects had problems in description. If more research reports are read and studied, it is believed that lists can become longer. In the area of the components of language, the results of some studies show quite similar findings. For example, a study carried out by Astasari (2009) in her study on grammatical errors found in students narrative writing found out that the highest frequency of errors was omission (41,51%), the second highest frequency was malformation (35,50%), the next highest frequency was addition (21,74%), and the lowest frequency of error was disordering (1,3%). Agustini (2007) in her study on the ability of the second year students in using simple past tense academic year 2007/2008 found out that 61% of the students had very bad ability. Other study conducted by Fitri (2009) found out that there were many problems faced the English Department students in using conditional sentence. From the findings illustrated above, it seems that Sadtono (1997:14) has strong reason to claim that: In my opinion, teaching English in formal schooling in Indonesia is like flogging a dead horse. There are simply too many obstacles to overcome by the classroom teacher, and many of the obstacles are beyond the teachers capability to surmount, such as limited number of hours, class size, the price of supplementary reading

Abstract Though English is taught in all levels of educations starting from Junior High School up to Tertiary Education and in all kinds of educations, general education as well as vocational one, the result is still considered unsatisfactory. Even after English is permitted to be introduced earlier at Elementary School as local content school subject, the result has not become better yet. Research conducted to investigate students competence in the four language skills, that is, listening, speaking, reading, and writing in English may become proves of this unsatisfying results. Other research carried out to study the mastery of the learners in language components: phonology, morphology, syntax, and vocabulary also indicate the same results. Still other research that study other linguistic aspects of English revealed quite similar conclusion. The question that is worth of asking: is there something wrong with English teaching and learning practices in our country, Indonesia? It is based on this question this paper is written. Keywords: improving, quality, teaching, qualification

IntroductionEnglish is taught as compulsory subject in all levels and in all kinds of education from Junior High School (SMP/MTs/SMP-LB), Senior High School (SMA/MA/SMK/ SMA-LB) up to College or University. In JHS students learn English for three years. Other three years should be spent by the students in SHS. One or two more semesters to study English are obliged for nonEnglish department students, and around four years are demanded for English department students to deepen and broaden their knowledge and skills in English. So, totally, an Indonesian student will spend at least six and half years to learn English. This is not included the time if they start learning English from Elementary School. The total number of years spent for learning English can be eight, night, or ten years, depending on how much time and at what grade they start learning English. It is reasonable to hope that the result of learning English in such a long time is good. However, the hope is not always hand in hand with reality. Complaints on the result of learning English in Indonesia is still heard. Suyanto (1997:166), for instance,

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang materials, etc. The social situation is not particularly conducive learning English, as English is not spoken in society. It is true a number of TV programs are in English, but the subtitle makes the listener read it instead of listening to the dialogues. more convenient, not in English. If they come from the same area of Indonesia, communicating in their vernacular or local language is psychologically felt more intimate and more effective. This situation is of course not conducive for the attainment of English language competencies. In language learning, the role of a teacher is to help his students to be able to communicate in the language. In other words, a language teacher has the obligation to facilitate his students to understand spoken and/or written language when other people talk or write to him and to be understood when he/she speaks or writes to someone in this case in English. In facilitating the students to acquire English some principles must be born in mind by the teachers. According to Krashen and Terrel (1984) these principles are (1) comprehension precedes production, (2) production is allowed to emerge in stages, (3) the students are not forced to speak before they are ready, (4) speech errors which do not interfere with communication are not corrected, (5) syllabus consists of communicative goals, and (6) lowering the affective filter of the students. The first principle, i.e. comprehension precedes production implies that before a teacher asks his/her students to produce language utterance the first thing he/she is supposed to do is helping the students to understand the utterance. In other words, a teacher should make his/her learners comprehend the piece of language he/she utters. This is likely to happen if the teacher uses English language in the classroom. Some research conducted by Carrol (1975) and others (e.g. Burstall, 1968, 1970; Burstall, Jamieson, Cohen & Hargreaves, 1974; Carroll, Clark, Edwards, & Handrick, 1967; Wolf, 1977) as exposed by Turnbull and Arnett (2002) in Annual Review of Applied Linguistics found a direct correlation between FL achievement and teacher use of the TL. The second principle - production is allowed to emerge in stages, and the third principle - the students are not forced to speak before they are ready, should be understood as a warning for the teacher who is not patient enough to expect his/her students to produce English without waiting for a situation which is coined by linguists as silent-period. The stages that should be taken and are assumed to be able to help students understanding better are the ones proposed by Krashen and Terrel above. In their book, they suggest the following production stages: (1) yes/no, (2) single word, (3) single phrase, (4) sentence, (5) and longer discourse. The fourth, the fifth and sixth principles, in my opinion, have the purpose to raise the students feeling of success in learning. Raising the feeling of success is important in learning language because once a student feels that he/she succeeds in it, his/her motivation will also increase. Many studies show the significant results. For example, Turnbull and Arnett (2002) discovered that there is relationship between motivation and learning achievement. In the long run, the feeling of success can raise the learners self-confidence and motivation two positive affective aspects of learning.

The Role of Teacher in ClassroomIt is true that the problem of limitation of class hours is out of English teachers control: it has already been determined by the Government in which it is represented by the Department of National Education. It is also true that the size of English classes is beyond the capacity of English teacher to control: it is related with the school policy. It is also true that the price of supplementary reading (and also listening) materials are beyond the capacity of English teachers to cope: it depends on the market. However, for the last problem, that is, the social situation which is not conducive for teaching and learning English is not completely true. In my mind, this problem can still be controlled by the teachers if they are willing to strive hard by creating English situation in their class maximally. The teachers should provide situation that their class represents the picture of English usage outside there. They should. Otherwise, outside classroom, the learners will not come across with that situation. Unfortunately, what is going on in most of our English classes does not seem to reflect this situation. English teachers do not optimally provide enough comprehension inputs for the learners to acquire the language. There are still many English teachers this is especially true in my region, South Kalimantan who do not use English in their teaching activities in classroom. They treat English like other school subjects, so what they mostly do is primarily explaining about English. Yet, the objectives of teaching and learning English are different from those subjects. The focus of teaching and learning English is helping the learners use the language, not know about the language. In other words, teaching and learning English means developing the ability to communicate. It is through the exposures to the language that the skills may be developed. In our education policy, English is not used as medium of instruction. In teaching other school subjects such as mathematics, physics, biology, civics, and religion, for instance, the teachers do not use English as medium of instruction. The impact of this condition causes the quantity and also the quality of exposure to English experienced by the learners become minimum. Only in certain schools such as RSBI or SBI and some independent schools English is claimed to be implemented as medium of instruction in the process of teaching and learning, especially school subjects categorized as science in their schools. Moreover, English is very rare to be used as means of communication between and among Indonesian people. For Indonesians coming from different areas of Indonesia, talking in Indonesian is felt more communicative and

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang In relation to the way of increasing students selfconfidence, Donyei (2001) in Patil (2008) suggests the following strategies: 1. Teachers need to foster the view that competence is not static condition but ongoing process. Thus learners come to think that growth is gradual but sure. 2. They need to provide regular experiences of success in the classroom. 3. They need to give opportunities to the learners to contribute meaningfully. When students feel that they contribute, they will feel more interested. 4. They need to praise the learners for their contribution and progress. An occasional word of encouragement will elevate their spirits and level of motivation. 5. They need to make the classroom climate less stressful. Learning gains momentum when the classroom situation is relaxed, friendly and homely. 4. monitors lessons as they unfold and makes effective mid-lesson alterations 5. effectively perceives students linguistic needs 6. gives optimal feedback to students 7. stimulates interaction, cooperation, and teamwork in the classroom 8. uses appropriate principles of classroom management 9. uses effective, clear presentation skills 10. creatively adapts textbook material and other audio, visual, and mechanical aids 11. innovatively creates brand-new materials when needed 12. uses interactive, intrinsically motivating techniques to create effective tests

Interpersonal Skills1. 2. 3. 4. 5. 6. 7. is aware of cross-cultural differences and is sensitive to students cultural traditions enjoys people; shows enthusiasm, warmth, rapport, and appropriate humor values the opinions and abilities of students is patient in working with students of lesser ability offers challenges to students of exceptionally high ability cooperates harmoniously and candidly with colleagues (fellow teachers) seeks opportunities to share thoughts, ideas, and techniques with colleagues

Good language TeachersTo be able to accomplish the above requirements so that all the complaints as discussed in the previous part of this paper can be minimized if it is not possible to completely discard them, the availability of qualified English teachers is a must. Without the availability of the qualified teachers the effort to improve the quality of teaching is quite impossible to do, and in turn, if the quality of teaching is not good, hoping to improve the quality of learning seems to be day dream. What are the characteristics of a good language teacher? According to Brown (2001:430) a good English teacher should be in good in four areas: (1) technical knowledge, (2) pedagogical skills, (3) interpersonal skills, and (4) personal qualities. He then elaborates these four characteristics as the following.

Personal Qualities1. 2. 3. 4. 5. is well organized, conscientious in meeting commitment, and dependable is flexible when things go awry maintains an inquisitive mind in trying out new ways of teaching sets short-term and long-term goals for continued professional growth maintains and exemplifies high ethical and moral standards.

Technical Knowledge1. 2. 3. 4. 5. 6. understanding the linguistic systems of English phonology, grammar, and discourse comprehensively grasps basic principles of language learning and teaching has fluent competence in speaking, writing, listening to, and reading English knows through experience what it is like to learn a foreign language understands the close connection between language and culture keeps up with the field through regular reading and conference/workshop attendance

How qualified our teachers areUp to the academic year 2006/2007, what is meant by qualified teachers are those who hold Diploma III/Bachelor of Art (BA) certificate or higher (S1) from teacher training and education institutions such as IKIP or FKIP. Teachers who are lower than those qualifications such as SPG, DI or/and DII are not considered as qualified. This means that they actually do not have the right to teach and are supposed not to. However, based on the data released by the Department of National Education, it can be inferred that unqualified teachers were still teaching in SMP and SMA. Nationally, based on the data, there were 624.726 teachers teach in SMP. Among those teachers, those who were considered qualified were 487.512 (78.04%), and there were 137.214 or around (12.94%) who were still considered as not qualified. These teachers were

Pedagogical Skills 1. has a well-thought-out, informed approach to language reading 2. understands and uses a wide variety of techniques 3. efficiently designs and executes lesson plans

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National Conference on Literature and Language Teaching (NACOLLIT) 2010 12 Juni 2010, Program Studi Bahasa dan Sastra Inggris, Universitas Ma Chung, Malang distributed in public schools and private schools. In public school there were 414.503 teachers. As many as 332.276 teachers (80.16%) were categorized as qualified teachers and 82.227 teachers (19.84%) were categorized as un qualified. In private schools, the qualified teachers were 155.236 persons (73.84%) and unqualified teachers were 54.987 persons or 29.16?%. In SMA, the lack of qualified teachers also occurred. Nationally, the total number of SMA teachers was 285.818 persons. As many as 215.722 teachers (75.48%) were categorized as qualified teachers. The rests, as many 70.096 teachers (24.52%) were categorized as unqualified teachers. In public schools, out of 157.995 SMA teachers, as many as 127.651 persons or 80.79% were categorized into qualified teachers and as many as 30.344 teachers or 19.21% were categorized as unqualified teachers. In private schools, the number of SMA teachers was 127.823. As many as 88.071 teachers or 68.90% were categorized as qualified teachers. Whereas as many as 39.752 teachers or 31.10% were categorized as unqualified teachers. (More detail, see Appendix 1 and Appendix 2). Though the data only revealed the lack teacher i