EFL ENGLISH

English, Learned or Difficult Difficult Taught? * That's not to worry about ......

"Dar der bam ..", so culpikan lyrics of the song "Sugali" sung Iwan Fals. To illustrate the sound of guns, we Indonesian ears hear it as Iwan's song. For the Caucasians', which they heard instead the sound of "bang bang ...". Range 'bam' and 'bang' certainly far. So, who's broken ear?
(Adapted from email submissions friend, Gagah Ocean, in the UK)

By: Nur Laely Basir
DOCTRINE learn English in Indonesia is quite sophisticated. Size native speakers (native speakers). Tongue learners who already 'Indonesianized' made in such a way that can resemble native pronunciation. If the pronunciation is not like a native speaker, then the people we (people of Indonesia as well) will assume your English is not good. Such assumption would lead to two possibilities. English language learners may be motivated or even vice versa; frustrating.

Another reason, culture has formed most of us to avoid the 'wrong' in public. And, it applies to almost all nations of Asia, including China, Korea, and Japan. Generality among the nations of Asia that have been examined by an expert named Kitao quoted in one of the Journal of Teaching English in Astralia. The implication is clear, we are afraid to admit mistakes even tend to hide it.

Cultures were also affected on our first want to communicate by phone with customer service in Australia. With a mediocre English, doubt and fear, united into one. It does not call, it is common. Over time, we were getting used to the culture of those who already understand very well with Asian tongues. Tongue knock, they admonish not, just clarify. Does our culture need direkonstruki? Strictly speaking, no! Adaptation is necessary. Personally and slowly, we are able to do so. Do not mistake speaking a language we do not have to worry much less fear. Is not the error is also an effective learning tool? What about our children in these areas? It seems the things above are not so alarming. Those who are accustomed to hear his utterances in English from American movies or songs will be fluent western mengujarkan some particular speech. Especially the most frequently heard in their ears like "Cool, man!" It will automatically read them and ujarkan "kuul meen". Sukur-sukur if they get the point and in accordance with our own culture.

Are adorable just their tendency to imitate utterances that violate ethical propriety east. Spare yourself presented here because the reader probably already know what I mean. For them, the opinion of the pioneers of the flow behavior of Skinner may be appropriate. They were able to learn English by imitating the speech was followed by the stimulus and response plus reinforcement with rewards. If the public reprimand, they snapped and despair. If not, they continue.

Common difficulties faced by learners of English is the dominant local tongue pronunciation skills. The rest, relatively similar to other nations. For those of us who are used to communicate verbally with the local language for example, will be slightly affected in mengujarkan English lexicon. Even the Indonesian is still sometimes hiperkorek. And, hiperkorek often laughable as is the case in Makassar that excess vitamin 'G' (Eating fish = Makang ikang). As a result, "Ai-worthy Inggelis dong" (I do not like Home).

Idioms English teacher and the parents who may be at most English Idioms complain if the value of our children in the range of 3-5 only. Already les, dikursuskan, love watching and hearing the song west, meeting every week, but the result still the same. Then? Do not worry. English Idioms value on school achievement is just standard, not a depiction of proficiency. Perhaps we forget that a foreign language may not be controlled as good as our Indonesian within 3 years and remained in Indonesia. Too many inhibiting factors that must be broken down.

But are not going to be a language English Idioms Global? How the fate of our children at the AFTA 2003 (next year)? Work? Position? Status? Our nation? Rows that are difficult to answer similar questions by the teacher English Idioms, schools, or government experts and even though a second language.

MacNamara was never mentioned in the book Gardner (Social Psychology in Second Language Learning, the Role of Attitude and Motivation) that in this global era, in the third world countries will tend to select the language that offers benefits in terms of economic and political domination.

This is what is worrying Alastair Pennycook (professor of linguistics at Sydney University of Technology) with the paradoxical role of English Idioms. English is like a double-edged knife. In addition, as an effective communication tool in a globalized world, as well as a tool of Western imperialism and colonialism new model. All nations 'essential' able to speak English for the benefit of verbal communication. At the same time, culture and our language has been eroded slowly and underestimated.

What was predicted Pennycook will indeed true. English has become a neo-imperialism. Is not obvious that English was able mengkastakan third man in the State. Intentionally conditioned so that our nation continues to be colonized and underdeveloped nations. To avoid the boom promising position for our nation, the English used as an excuse to hinder their ability. As a result, the West still occupy strategic positions in all fields. That's because we want to and agreed agreed.

Apart from the dual role of English, we must accept that it is extremely difficult to escape from its dominance. We need English. To answer the global challenges and the free market, we can not expect much from formal educational institutions. Learning English can not be with 3 times 24 hours of such bid books. Or, proficient in 3 months as advertising courses that are always in bloom. We need more time for learning rather than acquisition. It is true that learning a foreign language must be for life because life is a dynamic language and culture bound in the environment of native speakers.

Cultural confrontation would happen if we force it. Example, is it possible in the classroom the teacher teaches the material in the context of 'sexism' or 'party drug' which in its original context like our fried rice in the morning? Telaahlah foreign textbook publications. Teach "Good morning" only (sorry) still have to be smart to negotiate first with "Assalamualaikum". Minimal negotiations with our own beliefs. Destructive to the value or not? To be sure, the class may not be able to provide exactly the same situation with the actual context.

We must not forget that English is taught in schools as well as 'forced'. Class contains about 45-an students with backgrounds and different capacity. Curriculum, there is no better. Teaching methods, too. Teachers teach like a driver pete'-pete 'pursuit of deposit. Not to mention some of the material tests are meant to test UAN speech presented in writing (?). Test 'talk' not supposed to talk.

Fad, have we noticed roster drawn up the school? Bhs Indonesia, English Idioms, Idioms Region and Arabic (in Mts) are taught on the same day. Alamak, war four languages ​​and four cultures.

If the case in the boarding school, a different story. At the very least, lodger has advantages in the formation of habits. And, it is necessary in learning the language. Communication happens all the time and they avoid the subpoena in court language. Although the results are the market, has been pretty good. After all, English is also not able to avoid the appearance of variations. Call Classic Singaporean example, American Classic, British Classic, Classic Australian, and Canadian Classic. Bahasa Indonesian Why not? But if the public junior high or high school with classes meeting in the intensity of only about 3 hours each week, can not be guaranteed. Indeed, intelligence and language aptitude of our children do not have to worry about individual persons. It's a matter of cognitive. However, what about the affective domain? Perceptions, attitudes and motivation are recognized affect much in language learning. In addition, the ways and learning strategies were also influential. Do our children have and bring it to class? It's a challenge for English teachers.

If children berpersepsi that English is difficult, may be a negative attitude towards the English language. Usually they are so lazy to take lessons, hang out in the school cafeteria or in the toilet and even sometimes to jump the fence. Automatically they are not motivated to excel in the field of English language studies. To motivate them in the classroom, teachers' creativity is needed to conjure the atmosphere of a boring class so enjoyable. It's just that teachers are not magicians. They are just ordinary human beings who have limitations. English teachers also enjoyed one of the motives that could lead a child to love these subjects. Although this side is not much help, at least the children remained faithful to follow the lessons until the bell states seeiring lessons completed by the completion of this paragraph.

The writer is a junior English teacher Neg.13 Makassar who are employed by the Monash University, Melbourne.