Comparison of English Education Between Japan and Indonesia [PDF]

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COMPARISON OF ENGLISH EDUCATION IN HIGH SCHOOL BETWEEN INDONESIA AND JAPAN



Puthut Prehantoro Hiroki Ishizuka



Department of English, Faculty of Education, Asahikawa Campus, Hokkaido University of Education



インドネシアと日本の高校学校における英語教育の比較 プレハントロプトゥト 石塚博規



北海道教育大学旭川校英語室



ABSTRACT English education for high school in Indonesia has started using the 2013 Curriculum since July 2013. In Japan, a new course study of English for high school has also been implemented since Spring 2013. This study attemps to find out what the differences of National English Curricullum for high schools in Indonesia and Japan are, what the different features of class activities in Indonesia and in Japan are, and what the relationships between the national curriculum in Indonesia and in Japan and the results of COLT observation are. In this study, COLT observation scheme was used to analyze two English classes of Indonesian highs school and Japanese high school. The results show that there are both similarities and significant differences in the English education for high school in the twoo countries. This study also discuss the general situation of education in the two countries, so that this study is expected to be a benefit for teachers in to color their previous mindset on delivering English at school , and to be good additional information for English teachers and also especially for to-be English-teacher students in Japan, in order to know what problems are being faced by English teachers in other countries.



1. INTRODUCTION



English has become the most learned and used language in the world as the effect of globalization in



information and technology. David Graddol (1997) in



community development after returning to



his book ‘The Future of English?’ stated that, after the



Indonesia.



British colonilazation era, it was the rise of the US that



2.



to be a good representative of Indonesia while



has promoted English to serve as the most-working



studying in Japan for stronger understandings



language for three big areas, namely world institutions,



and cooperation between Japan and Indonesia.



financial institutions, and scientific institutions. Unlike in Singapore, Malaysia, India, or Brunei



This study is conducted as one of efforts to



Darussalam, Fachrurrazy (2011) noted that English in



accomplish the two duties mentioned above. It is



Indonesia, Thailand, Japan, China, or Korea is a



expected to be a benefit for teachers in Indonesia to



foreign language.



Since it is a foreign language,



color their previous mindset on delivering English at



English learners in turn do not have chance to speak in



school. Moreover, this study hopefully can be good



English out of their class. In Singapore or India, for



additional information for English teachers in Japan,



instance, English is acknowledged as official language,



and also especially for to-be English-teacher students



and it consequently creates a supporting environment



of HUE, in order to know what problems are being



for English learners to apply their in-class lessons in



faced by English teachers in other countries.



the real context. Indonesia, for years, has become one of the countries which have strong relationship with Japan in



2. BACKGROUND



many areas, such as: economy, technology, education,



Since both countries are Asian countries, there are



culture, transportation, and health. As Japan has been



similarities between Indonesia and Japan. But surely,



known for its well-managed education system, it surely



there are abundant differences between Japan and



has attracted many Indonesian students to study in



Indonesia. This chapter tries to give overview about



Japan. One of the ways to study in Japan is by



Indonesia and Japan before discussing more about



scholarship, either granted by Indonesian goverment,



English education at high schools in both countries.



Japanese government, or other sponsors.



There are three topics about the similarities and



Teacher Training Program 2012 is one of the



differences between Indonesia and Japan explained



annual scholarship programs offered by the Ministry of



below, namely: social situation, schools, and English at



Education of Japan to teachers from all over the world.



schools.



This scholarship is given to teachers of any subjects from any levels of education (from elementary to high



2.1 Social Situations in Indonesia and Japan



school) to develop the quality of teaching and learning.



2.1.1 Social Situation in Indonesia



The General Consul of Japan in Surabaya, Mr. Noburo Nomura,



mentioned



pre-departure



islands and more than 350 tribes. There are three time



grantees



in



zones (west, middle, and east), and the Indonesia’s East



Surabaya, that each of grantees has two main duties in



Time Zone is exactly the same as Japan Time Zone.



their studying in Japan, namely:



Indonesia, as the other South East Asian countries do,



orientation



1.



for



in



MEXT



the



2012



Indonesia is an archipelago with more than 13,000



scholarship



to study well and learn as much as possible of



has a huge diversity in term of beliefs, religions, social



any knowledge while studying in Japan for the



structures, languages, cultures and so on. There are six



sake



acknowledged,



of



self-quality



development



and



must-choose-one



religions



(Islam,



Chatolic, Christianity, Hinduism, Buddhism, and



Confucianism) along with hundreds of local beliefs.



the total population of Indonesia, probably are regarded



Based on the 2010 population cencus by the Central



as Indonesian first language speaker. In other



Statistic



provinces, most of Indonesian children start to learn



Bureau



of



Indonesia,



the



number



of



Indonesian citizens is 237,641,326 people.



Indonesian language in their elementary school, but



Geertz (1967) said that Indonesia probably has the



they do not speak in Indonesian language after school



greatest of diversity among the South East Asian



as local languages are widely used. All handbooks,



countries due to its wide territory and huge number of



educational materials, official letters, newspaper and



tribes. Since one tribe has more than two languages



television program are presented in Indonesian



used at the same time due to politeness toward the



language, but still, it does not eliminate the use of tribal



speaking partner, there are about 750 languages spoken



languages. Usually, students will have more chance to



in Indonesia as mother tongues for Indonesian children.



speak Indonesian when they are studying at high



Among the islands in Indonesia, Papua is the richest



school or university. Still, the amount of speaking



area in terms of language diversity. Yembise (2011)



Indonesian as daily language is small up to recent days.



wrote that there are 250 languages used as means of



Since most of Indonesian people are Muslim,



communication in Papua.



most children even will learn to read and cite Arabic



Due to fact that most of Indonesian people are



before they enter elementary school. In other words,



Muslim, consequently Arabic language is widely used



many of the children learn simple Arabic before they



and learned in Indonesia, mostly, for religious



learn Indonesian language (Madya, 2007). As a result,



purposes. This linguistic condition surely has impact to



before Indonesian children learning English at junior



Indonesian education system, especially English



high school or elementary school, they usually have



education in Indonesian schools.



been well exposed to at least two or three languages,



Indonesian language is the national and the only



namely: their mother tongue, Indonesian language, and



official language in Indonesia, but, as there are about



Arabic (if they are Muslim kids). This phenomenon has



750 languages in Indonesia, it is not the mother tongue



two-side effect that will be presented in the later



for more than 80% of Indonesian people. Those 750



discussion.



languages are distinct from one to another. Even though sometimes they share a few similar grammar or



2.1.2 Social Situation in Japan



words, people from two different tribes hardly



Japan is an Asian developed country consisting of



understand each other. To have a better view, most of



more than 7,000 thousand islands stretching from



them will be like Japanese language to Korean



Hokkaido in the north to Okinawa in the south. This



language, or English to Dutch in comparison.



geographic position makes Japan have a wide range of



Indonesian language was firstly stated to be the



climate, vegetation, and social life. Japanese is the



unifying language in the Youth Oath on 28 October



national language and is the mother tongue for almost



1928. Indonesian language is originally rooted from



all Japanese people despite the dialects they have.



Melayu language, one of tribes in Sumatera Island.



Unlike the religions in Indonesia, religion matters are



Nowadays, this Melayu language is officially named



totally separated from country’s administration as it is



Malaysian language in Malaysia.



regarded to be fully individual responsibility. However,



It is generally assumed that only people in the Capital’s Special Region of Jakarta, where the capital city of Indonesia is located, with approximately 15% of



Shinto and Buddhism, and Confucianism have played important roles in Japanese culture and life.



As it was reported by The Japan Times, the number of Japan’s population by October 2013 is about



or college level, the percentage of participation in 2011 was only 23% of the high school graduates.



127,515 million. Japan also attracts foreign nationals to



The feature of types of school in Indonesia is



come and live in. Most of them are studying, working



greatly affected by the fact that Indonesia regulates



or living in Japan because of getting married with



religions of its citizens in its governance, and its



Japanese people. In 2010, the number of foreigners in



national education system accommodate the previous



Japan was 2,314,151 people.



education run by religious groups. Historic facts show



Japan has been the house of some distinctive



that religious schools have existed before Indonesia



languages, beside Japanese itself. The site of



proclaimed its independency in August 17, 1945 due to



www.ethnologue.com lists 9 languages that exist in



the discrimination on education access by Dutch



Japan, although many Japanese people think that the



government in Indonesia in the colonialization era. In



minor languages are only dialects of Japanese. They



the past, as most Indonesian peope are Muslims,



are classified into two main groups: the isolate



common people would study at traditional Islamic



language (Ainu), and Ryukyuan languages (Northern



(boarding) schools where general course was usually



Amami Oshima, Southern Amami Oshima, Kikai,



not taught, but only Islamic subjects were. Other



Kunigami, Miyako, Oki-no-Erabu, Central Okinawan,



religions’ schools also had their own way to run their



Toku-no-Shima, Yaeyama,



and Yoron). However,



education. Later on, approaching the Independence



Japanese is now the first language for and is spoken by



Day, modern Islamic schools run by, for example,



almost 99% of Japanese people.



Muhammadiyah Foundation,



appeared. In these



schools, non-religious matters were started to be 2.2 School Systems in Indonesia and Japan



taught, such as: Mathematics, Science, Foreign



2.2.1 School System in Indonesia



Language, etc. The categories of schools in Indonesia



Duration of completion for the same level of



are shown in Table 1.



school in Indonesia and Japan is the same. The 9-year basic education consists of 6-year elementary school



2.2.1 School System in Japan



and 3-year junior high school education, and then



The present system of Japanese education is a 6-3-



students will pursue their study in 3-year high school



3-4 system. It is a 9-year compulsory education from



education. Indonesian national education system



elementary school until junior high school. However,



mainly consists of 5 levels, they are: pre-school,



the rates of participation in education by the children



elementary school, junior high school, high school, and



are different from that of Indonesian education. Hosoki



university/college. However, according to a report by



(2010),



Ministry of Women’s Empowerment of Republic of



mentioned that, in 2008, 100% of Japanese children



Indonesia, the percentage of participation in education



join the compulsory education, the rate of enrollment



in 2008 was 97.83% for elementary school level



in high schools was 97.8% of junior high school’s



(children between 7-12), 84.41% for junior high school



graduates, and the rate of enrollment in universities or



level (children between 13-15), and 54.70% for high



colleges was 51.5%.



school level (children between 16-18). For university



Table 1: Categories of Schools in Indonesia



quoting



from



MEXT’s



published



data,



LEVEL



TYPE OF SCHOOL



ES



SEKOLAH DASAR (General-Course Elementary School) MADRASAH IBTIDAIYAH (Islamic-Course Elementary School) SEKOLAH DASAR LUAR BIASA (Elementary School for Children with Special Needs) SEKOLAH MENENGAH PERTAMA (General-Course Junior High School) MADRASAH TSANAWIYAH (Islamic-Course Junior High School) SEKOLAH MENENGAH PERTAMA LUAR BIASA (Junior High School for Children with Special Needs) SEKOLAH MENENGAH ATAS (General-Course Senior High School) MADRASAH ALIYAH (Islamic-Course Senior High School) SEKOLAH MENENGAH KEJURUAN (Vocational-Course Senior High School) MADRASAH ALIYAH KEJURUAN (Vocational Islamic-Course Senior High School) SEKOLAH MENENGAH ATAS LUAR BIASA (Senior High School for Children with Special Needs)



JHS



SHS



RUNNING INSTITUTION Government or private institutions Government or private Islamicinstitutions Government or private institutions



ADMINISTERING MINISTRY Ministry of Education and Culture of Republic of Indonesia Ministry of Religion Affairs of Republic of Indonesia Ministry of Education and Culture of Republic of Indonesia



Government or private institutions Government or private Islamicinstitutions Government or private institutions



Ministry of Education and Culture of Republic of Indonesia



Government or private institutions Government or Private Islamicinstitutions Government or private institutions Government or Private Islamicinstitutions Government or private institutions



Ministry of Education and Culture of Republic of Indonesia



Ministry of Religion Affairs of Republic of Indonesia Ministry of Education and Culture of Republic of Indonesia



Ministry of Religion Affairs of Republic of Indonesia Ministry of Education and Culture of Republic of Indonesia Ministry of Religion Affairs of Republic of Indonesia Ministry of Education and Culture of Republic of Indonesia



2.3 English Education in Indonesia and Japan



was one of efforts to prepare Indonesian generations



2.3.1 English Education at Schools in Indonesia



with English communication skill in globalization era.



In Indonesia, Teaching English as Foreign Language was started at some schools in the Netherland’s



colonization



era



despite



2.3.2 English Education at Schools in Japan



its



It was in 1845 when Japan opened itself to



discriminating education access for students based on



Western countries, and English was thought to be a



race, skin colour, and social status. After the



tool for Westernization. Hosoki (2010) wrote that



Independence Day, English was officially started to be



there are four important eras connecting with English



taught at junior high schools.



education in Japan. In the Meiji era (1868-1911) when



The curriculum or guideline for English education



English education was started as a system, the



in Indonesia has been developed from time to time.



government’s policy was aiming English as a means to



For a long time, English education in Indonesia tended



import modern technologies from the West and to



to use Grammar-Based Approach. It lasted until the



access Western knowledge and culture. In the Taisho



establishment of 2004 National Curriculum, when



era (1912-1925), the awareness about teaching



English education in Indonesia started to use



methodologies arouse among teachers. However, the



Discourse Analysis Approach (Fachrurrazy, 2011). It



purpose of English education had shifted to prepare



students for entrance examination. English education



Question 1:



started to mainly deal with grammatical analysis and



English Curricullum for high schools in Indonesia and



translation into Japanese. In this era, there was also



Japan?



movements to abolish English.



Question 2: What are the different features of class



In the Showa era, prior to the end of World War



What are the differences of National



activities in Indonesia and in Japan based on COLT



(WW) II, English education was abolished from



observation?



school curriculum as the result of anti-English



Question 3: What are the relationships between the



language education sentiments among Japanese. After



national curriculum in Indonesia and in Japan and the



the end of WWII, English education was conducted



results of COLT observation?



again. Due to the need of employees with English communication skill in business, practical English



In order to achieve the goal, Communicative



gained more attention, even though the English



Orientation



of



Language



Teaching



(COLT)



language curriculum in schools was still examination-



observation scheme was used. This scheme was first



oriented. This was also when Communicative



used in the early 1980’s. It tries



Approach was getting popular. In this era, Japanese



differences in the communicative orientation of



government started inviting native English speakers to



language teaching and to determine whether and how



teach English in Japan. In 1987, Japan Exchange and



this contributes to differences in L2 learning outcomes



Teaching (JET) was launched. In this program,



(Spada & Lyster 1997, p. 788).



to describe



Japanese government hired thousands of foreign



Allen (1983) wrote that “the COLT observation



nationals to teach English at schools in Japan as



scheme is divided into two parts: Part A describes



Assistant Language Teachers (ALT).



classroom events at the level of episode and activity;



In the Heisei era (1989-present), JET program is



Part B analyses the communicative features of verbal



popular among foreign nationals. In 2013, according



exchanges between teachers and students and/or



to the data published on JET’s official homepage,



students and students as they occur within each



there are 4,372 people from 40 countries participating



episode or activity”. This COLT observation scheme



in this program. The development of internet and



has also been used for classes other than English.



technology plays important roles in widespreading the



Rondon-Pari (2012) has implemented the Part B of



use of English. The global relationship, the increasing



this scheme for a Spanish class. In this case, this study



number of foreign students in Japan and tourists have



only used Part A of the COLT observation scheme.



urged the more needs of more practical English. Starting from 2013, MEXT concluded that English education at high schools should be conducted in



4. STUDY



English. Although the examination-oriented English



This chapter will deal with the national English



education exists, English education is gradually



curriculum for high school in Indonesia and Japan that



shifted to be more communicative.



mainly are described into objectives, contents, and



3. PURPOSE OF STUDY This study deals with two different national education systems of two countries: Indonesia and



class distribution, and the result of COLT observation on two English classes of Indonesian and Japanese high school.



Japan. It attemps to find out the answers for these following questions:



4.1 National English Curriculum for High



Schools in Indonesia and Japan



There are four categories of Core Competence,



In 2013, Indonesian schools start to use the new



each of which are explained into some categories of



national curriculum. Previously, the curriculum in use



Basic Competences. The four categories of Core



was Kurikulum Berbasis Kompetensi 2004 or literally



Competences are:



the 2004 Competence-Based Curriculum which was developed



to



be



Kurikulum



Tingkat



1.



Understanding and practicing the preaches of



2.



student’s own religion. Understanding and practicing the behaviours



Satuan



Pendidikan 2006 or literally the 2006 Education-Unit



of honesty, discipline, responsibility, social



Level Curriculum.



awareness (community-work, cooperation,



In Japanese education, the present guideline is the



peace), politeness, responsiveness, and pro-



Course of Study of English published by MEXT in



activeness, and showing a good will for



2013. English is one of the foreign languages taught in



solving problems in an effective interaction



Japanese education, but it has strong position and



with the society and the nature, and in



becomes the most taught language at school. Almost



positioning



all students take English examination in university entrance examination.



3.



nation



conceptual,



and



procedural



about science, technology, arts, cultures, and



Education Curriculum



humaniora with the paradigms of humanity,



Based on the 2013 National Curriculum, the



nation, country, and civilization in their



objectives of English education in Indonesia are into



a



knowledge related to student’s curiousity



4.1.1.1 Objectives of Indonesian English



described



as



representative in the global community. Understanding, applying, and analyzing the factual,



4.1.1 Objectives



themselves



Core



Competence



and



relation with causes of phenomena and



Basic



happenings; and applying the procedural



Competence. Core Competence is a number of



knowledge in a specific field related with



competence categories that all high school students



student’s



have to achieve before completing the three-year study. This Core Competence then is described further



4.



problems. Processing,



talent



and



interest



interpreting,



and



to



solve



presenting



into what is called Basic Competence. In other words,



concretely and abstractly the development



Basic Competence is the subcompetence of Core



learned at school in an independent way, and



Competence, and it deals with the affective, cognitive



being able to apply the scientific methods.



and



psycho-motoric



competence



(Ministry



of



Education and Culture of the Republic of Indonesia, 2013). This Basic Competence is determined based on the level of study year, or, in other words, based on the materials presented each year.



Table 2 shows an example of how Basic Competence is applied in presenting the topic of Expression of Self-Introduction for the first graders of Indonesian high school:



Table 2: Application of Basic Competence for Expression of Self-Introduction



Basic Competence 1.1 Thanking to God for the opportu-nity to study English as a means of international communication by showing good motiva-tion to learn. 2.1 Showing the behaviors of honesty, discipline, confi-dence, and responsibility in con-ducting transactional communication with teacher and friends. 3.1. Analyzing the social function, text structure, and linguistic features in the selfintroduction text, in its relation with the context. 4.1. Constructing simple oral and written text to present, ask, and respond selfintroduction, by paying attention to the social function, text structure, and



Main Material



Learning



Assessment



Simple oral and written text to present, ask, and respond self-introduction Social Function: Building relation with teachers, friends, and other people. Expression: My name is... I’m ... I live in ... I have … I like …. and so on Linguistic Features: (1) Words related to family and relatives, profession, and hobbies. (2) Verbs in Simple Present Tense: be, have (3) Question words What? Who? Which? (4) Pronunciation, stressing, intonation, spelling, tidy handwriting. (5) Word reference



Observing  Students listen/read the self-introducion text by paying attention to the social function, text structure, and lingusitic features, and also the presentation/writing format.  Students try to imitate the pronunciation and write the presented selfintroduction.



Assessment Criteria:  Achievement in social function  Completeness and chronology of the text structure in presenting and asking selfintroduction.  Accuracy of linguistic features: grammar,, vocabulary, pronunciation, stressing, intnation, spelling, and hand-writing.  Appropriateness of writing/presentation format.



Topic Examples for behaviours of open-mind, appreciation on diversity, peace.



Asking  Under teacher’s guidance and direction, students ask the difference between self introduction in English and in Indonesian.  Students ask about the pronunciation and the content of the selfintroduction text. Exploring  Students find selfintroduction from various sources.  Students practice selfintroduction with friends.  Students practice selfintroduction by writing. Associating  Students analyse the expression for selfintroduction by grouping them based on the use.  In groups, students discuss the expression for self-introduction that they find in other sources and compare them with those of teacher uses.  Students get feedbacks from teacher and friends about the social function and linguistic features in group work. Communicating  Students demonstrate the use of selfintroduction, both in oral and written form, in front of the class by care taken to social



Performance  Doing a monolog introduction in front of the class.  Using accurate linguistic structures and aspects in the introduction Observations: It is not a formal assessment like a test, but it is for giving feedback. The assessing targets are:  Being honest, discipline, confident, and resposible in conducting communi-cation.  Student’s seriousness in every stage of learning process Portofolio  Collection of student’s work representing their result or achievement in form of records of the use of expressions and conversation script.  Collection of test and practice results.  Notes or records



Time Allocation 2 x2 periods (it means two meetings of 90 minutes per meeting)



Learning Source







 



 







Audio CD/ VCD/DV D SUARA GURU English Newspape rs/ Magazine s www.dail yenglish.c om http://ame ricanengli sh.state.go v/files/ae/ resource_f iles http://lear nenglish.b ritishcoun cil.org/en/



Debates have arisen among experts about the first category



of



Core



Competence



and



its



Examination. However, without ignoring the sceptical



Basic



arguments people have in mind, these curriculum



Competence. The first category of Core Competence



shows the hope and the willing of Indonesian



says that students are expected to “understand and



government for a better Indonesia.



practice the preaches of student’s own religion” and in the example above, its Basic Competence says:



4.1.1.2 Objectives of Japanese English



“Thanking to God for the opportunity to study English



Education Curriculum



as a means of international communication by showing



Not far different from Indonesian English



good motivation to learn”. Some experts are



Education Curriculum in term of the communicative



questioning such category of Basic Competence due to



objectives, it is cited on the documents by MEXT that



its unclarity on how to assess the objective.



the overall objective of foreign languages teaching,



Regardless the debates, it can be seen that the



including English, in high schools is ‘to develop



Core Competence of Indonesian English Education



students’ practical communication abilities such as



Curriculum represents three broad areas of its



understanding information and the speaker’s or writer’s



characteristics, they are:



intentions, and expressing their own ideas, deepening



1.



Religious characters (e.g. thankfulness)



the understanding of language and culture, and



2.



Social characters (e.g. honesty, discipline,



fostering a positive attitude toward communication



confidence, and responsibility)



through foreign languages’.



3.



English communication abilities



This overall objective is the described further in



Some experts think that this curriculum is a proof



the class objectives. It is important to note that English



of bad condition about Indonesian students’ characters.



class are presented in different classes, they are: Basic



They argue that by inserting religious matters and



Communication English, Communication English I, II



social characters in detail in the curriculum is a



and III, English Expression I and II, and English



wasting-energy effort because the government is not



Conversation (MEXT, 2009). Table 3 presents the



yet clean from corruption, and there are still many



objectives of English classes in the three-year study at



cheating phenomena found in the National Final



Japanese high schools:



Table 3: Objectives of English Education for High Schools in Japan Class Basic Communication English Communication English I Communication English II Communication English III English Expression I English Expression II



Objective to develop basic skills in listening, speaking, reading, and writing, while cultivating in students a desire to engage in communication through the study of English to lay the foundations for both accurate understanding and appropriate communication of information, ideas and more, while cultivating in students a desire to engage in communication through the study of English to hone students’ skills in accurately understanding and appropriately communicating information, ideas and more, while cultivating in students a desire to engage in communication through the study of English to continue to advance students’ abilities to accurately understand and appropriately communicate information, ideas and more, and in using English in real social situations, while cultivating in students a desire to engage in communication through the study of English to build students’ skills in examining facts and opinions from different perspectives and in conveying their thoughts logically and expressively, while cultivating in students a desire to engage in communication through the study of English. to enhance students’ skills in examining facts and opinions from different perspectives and in conveying their thoughts logically and expressively, while cultivating in students a desire to engage in communication through the study of English



English Conversation



To develop the ability to converse informally about everyday topics, while cultivating in students a desire to engage in communication through the study of English.



The next task is that, after the learning process,



understand the language contexts. Even though the



students are expected to be able to hold conversations



minimum grammatical features to be taught are



on everyday matters. In carrying out the objectives,



mentioned in the 2013 Curriculum, grammar items



teachers are supposed to do it through various contents



gain less and less attention as the most important thing



and activities. The significant characteristics of the new



perceived by English teachers and students is that they



regulation is that the language activities conducted in



understand the language context they face. It is due to



class by teachers should be presented in all English as



the fact that, in the English test of National Final



much as possible.



Examination which score determines whether a student can graduate or not from high school, there is no



4.1.2 Contents



question about grammatical items. The English test



4.1.2.1 Contents of English Curriculum for High



consists of 15 objective questions of Listening session, and 35 objective questions of Reading session.



School in Indonesia Fahrurrazy (2011) mentioned that the 2004



It is also interesting to note that the documents



was



published by Ministry of National Education do not say



developed based on Discourse Analysis Approach



anything about the minimum vocabulary to be given in



proposed by Celce-Murcia, Dornyei, and Thurrell



high school level. It can be plausible that the



(et.al. 1995). This approach puts dicourse competence



curriculum designer thought ‘the more the better’ so



as the ultimate goal, which is supported by socio-



that they did not feel the importance of making



cultural competence, lingusitic competence, actional



limitation or requirement about students’ English



competence, and supported by strategic competence.



vocabulary.



Indonesian



English



Education



Curriculum



Consequently, the target of English competence of high school students in Indonesia is an ability to produce various interpersonal, transactional, and functional text



4.1.2.2 Contents of Course of Study of English for High School in Japan



description,



The contents of Japanese course of study of



procedure, report, recount, news item, exposition,



English include three aspects, they are: 1) Language



explanation, discussion, review, anecdote, and spoof.



activities, 2) Treatment of the language activities, 3)



As the 2013 Curriculum is the continuation of the 2004



Language elements. The examples of language-use



Curriculum, it is developed in the same way. The



situations, examples of functions of language, language



different thing is the distribution of the genres in first,



elements



second and third year of high school, and the



presented in the last part of the guideline. Dealing with



expressions to teach.



the language activities, it is mentioned that the



types



(genres),



such



as



narrative,



(sentence



patterns



and



grammar)



are



One other important characteristic is that English



language communication should be conducted using



is thought to be a means for self development,



communicative activities in concrete language-use



obtaining knowledge, and global communication. In



situations. Since 2013, the language activities are



other words, knowledge on grammar and knowledge



supposed to be conducted all in English.



on social function, generic structures, and linguistic



In the treatment of language activities, there is also



features of text types are considered as the means to



emphasis on the English pronuciation with due



attention to basic characteristics of English sound such



Meanwhile, at high schools in Japan, in one level,



as rhythm and intonation, and the emphasis on



students will have two or more specified classes. For



pronunciation is coherenct with the fact that there are



example, the first year students will have classes of



pronunciation questions in the university entrance



Basic



examination, besides it is important in conducting a



English I, and English Expression I. In total, they will



daily communicative language activities



have 5 classes times 50 minutes in a week, or 250



One of the distinctive features in Japanese English education guideline is that



Communication



English,



Communication



minutes in a week in total.



despite the importance of



One of the impacts is about the textbooks. For



standard English in principle, the consideration is also



Indonesian high school, they just need one main



given to the fact that different varieties of English are



textbook to guide the learning process, but in Japan,



used throughout the world as means of communication.



students at least will have two main textbooks as they



The minimum number of vocabulary to be given in



have two or more different classes.



addition to those taugt in junior high school is also very clear. There are 400 new words to be given to students



4.2 COLT Observation



in English I (first year), 700 new words in English II



In order to present a better view of how English is



(second year), and 700 new words in Reading (third



presented at Indonesian high schools and Japanese high



year of high school).



schools, two videos of English class were observed by using Communicative Oriented of Language Teaching



4.1.3 Class Distribution



(COLT) observation.



In the curriculum of high schools in Indonesia,



The Indonesian English class observed in this



there is only English Language class without any



study was the one conducted by Mrs. Dewi Susanti for



differentiation. The compulsory English class for each



the second year students of MAN (Islamic High



level in the 2013 Curriculum is only 1 meeting of 2x45



School) of Temanggung, Temanggung, Central Java



minutes. It means that, in a week, students will only



Province. The total length of video is 38:50 minutes.



have English class with a total of 90 minutes. If a



This class is actually 1x45-minute class. It is not



student takes the elective English class, he/she will



common to have an English class of 1x45 minutes in



have 3 more periods or additional 115 minutes Indonesia. However, some schools have this kind of



With their abundant amount of money, they can



class to adjust to the availability of teachers or other



facilitate their teaching-learning process better.



circumstance.



The Japanese English class observed in this study



It was a class discussing the use of functional



is an English class conducted by by a model teacher for



expression of Giving and Responding to Advice. The



the second year students of Chigusa Kouto Gakkou,



observed class in this study has common features that



Aichi Perfecture. The total length of video is 43:29



can also be seen at Indonesian high schools. Indonesian



minutes. This class, which was discussing the idea of



schools are not well standardized in term of buildings



‘Colonizing Mars’, was 1x45-minute of English



and facilities. There is a big gap between the favored



Communication II class for the second year students.



schools –usually located at the center of the city- and



The observed Japanese English class in this study is a



the schools in rural area. It will surely give impacts to



recommended, model class by MEXT in order to



the availability or possibility of using media in a class.



accomplish the MEXT’s project of communicative



Private favorite schools are certainly out of discussion.



English class. Japanese schools are well-known for



their standardized buildings and facilities. It will surely



but since now teachers are encouraged to use more



give impacts to the availability or possibility of using



sources to broaden their discussion, the use of textbook



media in a class so that teachers can hold their



in this observed class was little (16.0%).



teaching-learning process better.



In the observed English class of Japanese high



As it is shown in Table 4, in the observed English



school, audio materials about ALTs’ opinion on



class of Indonesian high school, no audio materials



colonizing Mars were used (4.1%). The magnetic board



were used (0.0%). Because the use of magnetic board



is well used in this class so that the visual materials



is not yet common at public schools in Indonesia, the



were presented on papers (24.2%). Because the topic



visual materials were presented mostly or even only by



discussed in this class was a scientific matter, textbook



LCD projector (10.0%). Textbook is utilized in class,



was utilized at a relatively high rate (37.1%).



Table 4: Result of Observation on Materials MATERIALS TYPE



SOURCE



Minimum Text Extended Text Audio Visual L2-NNS L2NS Ls-NSA Student-made



INDONESIA



JAPANESE



10,3% 0,0% 0,0% 10,0% 16,0% 0,0% 0,0% 0,0%



33.6% 2.7% 4.1% 24.2% 37.1% 0.0% 0.0% 0.0%



Table 5: Result of Observation on Participant Organization PARTICIPANT ORGANIZATION CLASS



GROUP INDIVIDUAL



Teacher  Student/Class Student  Student/Class Choral Same Task Different Task Same Task Different Task



INDONESIAN



JAPANESE



61,0% 10,3% 5,0% 4,8% 0,0% 0,0% 0,0%



65.7% 23.7% 0.0% 10.0% 0.0% 0.0% 0.0%



As Table 5 shows, interaction in the observed,



activities was very little, whereas group-tasks which



English class of Indonesian high school was mostly



tried to encourage communicative student-student



done in teacher-centered style (61.0%) and students



interaction was at the rate of 10.0%.



took the initiative in only a little partof the class



Table 6 shows that in the observed English class of



(10.3%). The teacher in this class also used drills on



Indonesian high school, teacher’s instruction mostly



words or expressions in choral (5.0%), whereas group-



dealt with procedural content (20.3%). The rate of



tasks which encourage communicative student-student



discipline is also easily noticeable in this observed



interaction was not yet well applied in delivering class



class (2.4%). Indonesian teachers in their classes



(4.8%). Interaction in the observed English class of



indeed always pay much attention to students’



Japanese high school was still mostly done in teacher-



motivationbehaviors,/personality, and students’ courage



centered style (65.7%), but in this observed class,



to do something, not only about English or the topic



students were given more opportunities to interact each



they are discussing, but even also their daily life. The



other in the class (23.7%). The amount of choral



observed teacher in this video is a good teacher



because she could manage the class with only 2.4%



manage equal opportunies for her students in the



content allocation for discipline. Its total rate of for



overall activities. Even though the topic was a highly



Manage and Other Topics contents was 64.2%,



scientific topic, the discussion took advantage from



whereas the rate of Language content was 12.7%.



students’ previous knowledge about Earth. As it is



In the observed English class of Japanese high school,



teacher’s



instruction



mostly



dealt



presented in Table 7, most of the content in the



with



observed English class of Indonesian high school was



procedural content (23.1%). The amount of discipline



guided by the teacher/text (55.3%). However, there is a



was too small to notice. The total rate of for Manage



very common occasion in Indonesian schools that other



and Other Topics contents was 82.6%, whereas the rate



students/teachers will interupt the class. In this



of Language content was 7.5%. The observed teacher



observed video, there were two students of the



in this video is a good teacher because she could



Students’ Board who collected the weekly charity for



Table 6: Result of Observation on Content CONTENT Manage Language



Other topics



INDONESIAN



JAPANESE



20.3% 2.4% 4.6% 8.1% 0.0% 0.0% 33.7% 7.8%



23.1% 0.0% 3.5% 3.5% 0.0% 0.0% 24.2% 35.3%



Procedure Discipline Form Function Discourse Sociolinguistic Narrow Broad



Table 7: Result of Observation on Content Control CONTENT CONTROL Teacher/Text Student/Text/Student Student



INDONESIAN



JAPANESE



55,3% 0,0% 5,6%



58.6% 11.1% 0.0%



Table 8: Result of Observation on Student Modality STUDENT MODALITY



INDONESIAN



JAPANESE



69.4% 10.3% 4.8% 0.0% 6.5%



65.7% 10.0% 7.1% 0.0% 1.3%



Listening Speaking Reading Writing Others (Indonesian, Javanese)



the mosque. As they were in an English class, they had



The language skill which was focused more in the



to give their address in English (5.6%). Some schools



observed English class of Indonesian high school was



and English teachers apply this culture to encourage



the Listening skill (69.4%) as it is shown in Table 8.



the use of English among the students for daily



Despite the urgency to have an all-English class, the



activities.



use of Indonesian and students’ local language was



found (6.5%). This rate has decreased a lot compared to the English classes before 2010.



Indonesian National English Curriculum, through its Core Competence and Basic Competence, tries to



There was also a unique, common feature of



integrate religious characters, social characters, and



English class in Indonesia found in this observed



English communication abilities. Indonesia is neither a



video. It is the use of local language when students are



religion-based country nor a secularist country, but



completing their group work, even though the teacher’s



Indonesia tries to define itself as a religious country.



address and the materials are in Indonesian. As it was



There are six acknowledged religions along with



explained before in this study that Indonesian is not the



hundreds of local beliefs, and the government has the



real mother tongue for most of Indonesian kids, they



responsibility to preserve this state. One of the ways is



prefer to discuss their class or school assignments in



through the formal education at schools. Despite many



their local language (in this study, Javanese), and then



difficulties apply this objective in English class, this



present them in Indonesian both in written or oral.



effort needs appreciating.



In the observed English class of Japanese high



The objectives dealing with the social characters



school, most of the content was guided by the



are also clearly cited in the guideline. There are many



teacher/text (58.6%). However, student/text/student



items of social characters to be included in the lesson



content control was relatively high (11.1%). The



plan to be the ‘soul’ of the activities, such as honesty,



language skill which has the most treatment was the



discipline, confidence, and responsibility. It may



Listening skill (65.7%). Speaking and Reading were



answer why Indonesian teachers usually take some



also given more treatment as it showed the rate of



amount of their teaching time to encourage their



10.0% for Speaking and 7.1% for Reading. As it is a



students by telling a story, having free discussion, and



model class in campaigning the totally English class,



even scolding the students. The supporting enviroment



the use of Japanese by the teacher was very litle (1.3%)



for this is that Indonesian English class is mostly done



even though students still discussed in Japanese when



in 90 minutes. It is a long duration so that talking about



completing their group work.



social matter often becomes a variation to avoid boredom. On the other hand, Japanese National English



5. DISCUSSION



Curriculum does not clearly state any religious



This study is conducted to answer three questions.



characters and social characters like the Indonesian



First question is what the differences of National



National English Curriculum does. The teaching of



English Curricullum for high schools in Indonesia and



social characters is not conducted in subject classes,



Japan are. The second one is, based on COLT



but in the period of Integrated Study, and through



observation, what the different features of class



activities outside of the class, such as sports clubs,



activities in Indonesia and in Japan are, and the third



music clubs, culture clubs, etc.



question is what the relationships between the national



The contents of English curriculum in Indonesia are



curricullum in Indonesia and in Japan and the results of



developed based on Discourse Analysis Approach



COLT observation are.



proposed by Celce-Murcia, Dornyei, and Thurrell. Materials are developed by functional text types



5.1 Differences of National English Curricullum



(genres) along with expressions. Due to the fact that



for High Schools in Indonesia and Japan



there is no question about grammatical items in the English test of National Final Examination, teachers



and students pay less attention to grammar discussion.



took more than 60% of the class to deliver their



About the minimum vocabulary to be possessed by the



address, and Listening skill is given the most allotment.



students during the study in high school, there is no



In terms of teaching media, the Japanese English



fixed official number of words for the minimum



class tended to utilize more media than the Indonesian



vocabulary.



English class did. It is highly related with the facilities



In Japan, in the treatment of language activities,



provided by schools and government. It is also



there is an emphasis on the English pronuciation. It is



interesting to know that the Indonesian English teacher



closely related to the fact that there is Pronunciaton



talk less than the Japanese English teacher in the class.



items in the Listening section in the English test of



In this observed Indonesian English class, the teacher



university entrance examination. The number of



said approximately 2,150 words during the class (or 55



vocabulary to be given is clearly stated. It is a



words per minute), whereas the Japanese English



distinctive feature in Japanese English education



teacher said approximately 3,400 words during the



guideline



that even though it clearly states the



class (or about 79 words per minute). Commonly,



importance for standard English in principle, the



English classes in Indonesia last for 90 minutes per



consideration is also given to the fact that different



meeting, and this long period may affect students and



varieties of English are used throughout the world as



teachers’ energy in the class activities.



means of communication.



In these observed classes, both classes showed the



Other difference between Indonesian and Japanese



tendency of communicative English classes. From the



English education in high school is about the total



result of observation, the total of Manage and Other



amount of English classes in a week. At high schools in



Topics contents of English class of Indonesian high



Indonesia, the compulsory English class for each level



school was 64.2% and that of Japanese high school was



in the 2013 Curriculum is only 90 minutes. Usually it



82.6%. However, the English class of Indonesian high



is done in one meeting or 1x2 periods since Indonesian



school tends to be more in Focus on Forms (Language



class period is 45 minutes long. If a student takes the



content: 12.7%) compared to that of Japanese high



elective English class, he/she will have 3 more periods



school (Language content: 7.5%).



or additional 115 minutes. Meanwhile, at Japanese high



Student-student interaction is considerably low in



schools, in one level, students will have two specified



Indonesian English classes, and that of the Japanese



classes. They have 5 or 6 classes minutes in a week, or



English class is higher. Japanese teachers try to apply



a total of 250 or 300 minutes in a week. There is



more group work in their classes. However, in



usually only one textbook at Indonesian high school to



Indonesian situation, it is common to have an English



guide the learning process, but in Japan, students at



interaction with people from outside of the class. For



least will have two main textbooks as they have two



example, an Arts teacher interrupts an English class



different classes.



because he or she selects some students to be members of school choir, a vice headmaster of students’ affair



5.2 Different Features of Class Activities in



gives



an



announcement



about



a



near-coming



Indonesia and in Japan Based on COLT



badminton competition, and many others. In this



From the result of COLT observation, the English



situation, those teachers often use English phrases to



classes in Indonesian high schools and Japanese high



deliver their intention, although students will consider



schools tend to be teacher-centered classes. Teachers



it as a fun. In this observed Indonesian English class, there were the students of Students’ Board who



delivered a speech in English. In many other cases,



English class did. It is highly related with the facilities



other subjects’ teachers who have an ability to speak in



provided by schools and government. It is also



English will try to deliver their announcement in



interesting to know that the Indonesian English teacher



English in an English class which they interrupt.



talk less than the Japanese English teacher in the



The procedural contents are high both in



class. In this observed Indonesian English class, the



Indonesian English class and Japanese English class,



teacher said approximately 2,150 words during the



while the different feature in the two observed classes



class (or 55 words per minute), whereas the Japanese



is about the discipline content. Indonesian English



English teacher said approximately 3,400 words



teachers see that school is the only place the kids learn



during the class (or about 79 words per minute).



norms and values for their life so that they need to



Commonly, English classes in Indonesia last for 90



make encouragements or even to scold their students if



minutes per meeting, and this long period may affect



it is badly needed. Besides, character building is one of



students and teachers’ energy in the class activities.



the objectives of 2013 English Curriculum.



In these observed classes, both classes showed the



Japanese English class has more opportunities to



tendency of communicative English classes. From the



have materials by native speaker due to the fact that



result of observation, the total of Manage and Other



Japanese government runs the JET program for public



Topics contents of English class of Indonesian high



schools. Besides, there are many exchange students



school was 64.2% and that of Japanese high school



who are English native speakers. Even though they are



was 82.6%. However, the English class of Indonesian



not English native speakers, they have a good



high school tends to be more in Focus on Forms



competency of English. In Indonesia, there is no such



(Language content: 12.7%) compared to that of



JET program run by the Indonesian government. The



Japanese high school (Language content: 7.5%).



use of local language is a common feature in



Student-student interaction is considerably low in



Indonesian classroom settings. Students sometimes still



Indonesian English classes, and that of the Japanese



find difficulties to understand the meaning of some



English class is higher. Japanese teachers try to apply



English words since the English-Indonesian dictionary



more group work in their classes. However, in



they use, occasionally, does not help them much to



Indonesian situation, it is common to have an English



understand very difficult English words.



interaction with people from outside of the class. For example, an Arts teacher interrupts an English class



5.3 Relationships between the national curriculum



because he or she selects some students to be members



in Indonesia and in Japan and the results of



of school choir, a vice headmaster of students’ affair



COLT observation



gives



an



announcement



about



a



near-coming



The results of COLT observation of the English



badminton competition, and many others. In this



classes in Indonesian high school and Japanese high



situation, those teachers often use English phrases to



school show that both classes have the tendency to be



deliver their intention, although students will consider



more communicative. It is coherent with the aims of



it as a fun. In this observed Indonesian English class,



both countries’ English education guideline which urge



there were the students of Students’ Board who



that English class be communicative.



delivered a speech in English. In many other cases,



In the English class of Japanese high school, n



other subjects’ teachers who have an ability to speak in



terms of teaching media, the Japanese English class



English will try to deliver their announcement in



tended to utilize more media than the Indonesian



English in an English class which they interrupt.



The procedural contents are high both in



In 2013, based on the data by JET’s official homepage,



Indonesian English class and Japanese English class,



4,372 people from 40 countries participated in this



while the different feature in the two observed classes



program (JET Programme, 2013).



is about the discipline content. Indonesian English



Second, the objectives of the English education



teachers see that school is the only place the kids learn



curriculum are different. Indonesian government tries



norms and values for their life so that they need to



to preserve the religiousity and to encourage the



make encouragements or even to scold their students if



students’ character building by inserting their values



it is badly needed. Besides, character building is one of



into the Core Competence and the Basic Competence



the objectives of 2013 English Curriculum.



of English classroom activity. It is still one of strong



Japanese English class has more opportunities to



problematic issue that Indonesian education is facing



have materials by native speaker due to the fact that



nowadays. On the other hand, Japan, which is well-



Japanese government runs the JET program for public



known for its people’s unique culture and characters



schools. Besides, there are many exchange students



does not clearly state the cultural and character aspects



who are English native speakers. Even though they are



in its objectives of English education. The character



not English native speakers, they have a good



building is done more effectively out of class through



competency of English. In Indonesia, there is no such



students’ club activities.



JET program run by the Indonesian government. The



Third, it is the different school facilities and



use of local language is a common feature in



supporting programs provided by the goverment. The



Indonesian classroom settings. Students sometimes still



availability of school facilities is undeniably a



find difficulties to understand the meaning of some



determining factor to encourage teachers’ creatity to



English words since the English-Indonesian dictionary



create a more enjoyable learning process. Japanese



they use, occasionally, does not help them much to



government also runs some important supporting



understand very difficult English words.



national programs. One example, there are JET program for foreign nationals to teach English at Japanese public schools and sister-cities schools all over Japan to build a strong relation with city



6. CONCLUSION



goverments



from



foreign



countries.



Sister-City



Despite the similarity about the position of English



program usually will also include the exchange student



in both countries, Indonesian English education and



program which certainly give more chances for



Japanese English education have some differences. The



interaction in English. In Indonesia, there is no such



differences are strongly affected by some aspects.



JET program, and the exchange student programs are



First, it is the social situation. Indonesia is a



mostly administered for university students.



multiethnic country with more than 750 languages as



Fourth, there are different systems of examination



means of communication. Therefore, teaching English



for the third year students of high school. In Indonesia,



as a foreign language in Indonesia mostly will involve



the most critical examination for third year students is



three languages. There are not many English native



the National Final Examination which determines



speakers residing in Indonesia. Japan, on the other



whether they can graduate or not from the high school.



hand, has more opportunities to create an interaction



With a total of 50 questions, there is no grammatical



between students and English speaking people because



items in the English examination. Consequently, it



there are foreign nationals working in Japan as ALTs.



affects the way teachers and students treat grammatical



items in their teaching-learning process. It is very



The second limitation is the duration of class. The



different from Japanese university entrance exam. With



Indonesian English class observed in this study was a



22 questions about grammatical structures and many



1x45 minute class, in fact the common duration in one



reading texts, students tend to focus themselves on



meeting of English class in Indonesia is 2x45 minutes.



grammar discussion and reading activities.



For further study, it is important to take into account



There are some limitations in this study. First, the



about difference of duration. It is important to consider



two observed classes are quite different. The



how to compare the results of COLT observation of



Indonesian English class observed in this study was a



two classes with different length.



real daily English class conducted by teachers in



The next limitation is that the video of the



Indonesia. The class was recorded without any prior



observed Indonesian English class is not a complete



confirmation to the teacher so that the teacher and the



video. Approximately three minute scene of the



students were doing things as what they were used to



beginning of the class was not recorded. And the last,



doing. In contrast, the Japanese English class observed



this study observed only one Indonesian English class



in this study was a selected English class that is



and one Japanese English class. A further study using



recommended and distributed by MEXT to be a model



more Indonesian English classes and more Japanese



for the campaign of communicative English class. To



English classes urgently need to be conducted to gain



gain a better comparison, a further study utilizing two



better understandings about English education in Japan



identic classes of two identic schools in Indonesia and



and Indonesia.



Japan need conducting.



REFERENCES Allen, P., Fröhlich, M., & Spada, N. (1983). The Communicative Orientation of Language Teaching: An Observation Scheme. In J. Handscombe, R. A. Oream, & B. P. Taylor (Eds.), on Tesol ’83, 231-252.



Fachrurrazy. (2011). Teaching English as Foreign Language for Teachers in Indonesia.nMalang: State University of Malang Press. Graddol, D. (1997). The Future of English? London: The British Council. Hosoki, Y. (2010). English Language Education in Japan: Transitions and Challenge (1). Kyuushu Kokusai Daigaku Kokusai Kankei Gakuronshu dai 6 kan dai 1.2 Gappeigo 2011, 199-215. Madya, S. (2007). Searching for an Appropriate EFL Curriculum Design for the Indonesian Pluralistic Society. TEFLIN Journal, Volume 18, Number 2, 196-221. Rondon-Pari, G. (2012). Analysis of L1 and L2 Use in Spanish College Courses Using the COLT Observation Scheme. Journal of Teaching and Learning, Third Quarter 2012, Volume 9, Number, 190-200. Spada, N., & Lyster, R. (1997). Approaches to Observation in Classroom Research: Macroscopic and Microscopic Views of L2 Classrooms. TESOL Quarterly, 31(4), 787-795 Yembise, Yohana S. (2011). Linguistic and Cultural Variations as Barriers to the TEFL Settings in Papua. TEFLIN Journal, Volume 18, Number 2, 201-225. Badan Pusat Statistik Republik Indonesia. (2010). Penduduk Indonesia. Retrieved from: http://www.bps.go.id/tab_sub/view.php? kat=1&tabel=1&daftar=1&id_subyek=12¬ab=1 Ministry of Education, Culture, Sports, and Technology. (2009). Course of Study for Senior High Schools: Foreign Languages (English). Retrieved from: http://ten.tokyo-shoseki.co.jp/ Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 3 Tahun 2013. The JET Programme. (2014). General Information Handbook. Retrieved from: http://www.jetprogramme.org/ Ethnologue. (2014). Languages of the World. Retrieved from: http://www.ethnologue.com/country/JP/languages



Appendix 1 Result of COLT Observation



PARTICIPANT ORGANIZATION CLASS



GROUP INDIVIDUAL



Teacher  Student/Class Student  Student/Class Choral Same Task Different Task Same Task Different Task



CONTENT Manage Language



Other topics



Procedure Discipline Form Function Discourse Sociolinguistic Narrow Broad



CONTENT CONTROL Teacher/Text Student/Text/Student Student STUDENT MODALITY Listening Speaking Reading Writing Others MATERIALS TYPE



SOURCE



Minimum Text Extended Text Audio Visual L2-NNS L2NS Ls-NSA Student-made



Appendix 2 Result of COLT Observation of Indonesian High School’s English Class



INDONESIAN



JAPANESE



61,0% 10,3% 5,0% 4,8% 0,0% 0,0% 0,0%



65.7% 23.7% 0.0% 10.0% 0.0% 0.0% 0.0%



INDONESIAN



JAPANESE



20.3% 2.4% 4.6% 8.1% 0.0% 0.0% 33.7% 7.8%



23.1% 0.0% 3.5% 3.5% 0.0% 0.0% 24.2% 35.3%



INDONESIAN



JAPANESE



55,3% 0,0% 5,6%



58.6% 11.1% 0.0%



INDONESIAN



JAPANESE



69,4% 10,3% 4,8% 0,0% 6,5%



65.7% 10.0% 7.1% 0.0% 1,3%



INDONESIAN



JAPANESE



10,3% 0,0% 0,0% 10,0% 16,0% 0,0% 0,0% 0,0%



33.6% 2.7% 4.1% 24.2% 37.1% 0.0% 0.0% 0.0%



Appendix 3 Result of COLT Observation of Japanese High School’s English Class