Suchergebnisse

The Act Number 20 of 2003 concerning System of National instructed that international standard education unit be opened in every regency/city in every part of Indonesia as an attempt made to anticipate the globalized era. This study was intended to understand the forms of hegemony of PBI and the factors contributing to it at Public Senior High School 78 Jakarta. In the present study, the Theory of Hegemony, the Theory of Discourse of Power/Knowledge, and the Theory of Social Practice were eclectically used with qualitative approach. The data were taken from documents, brochures, mass media, experts in education, community leaders, teachers, students, parents and the headmaster. The data were taken through interview, observation and documentary study. The data were validated through the process of triangulation which includes data reduction, data presentation, data verification, and interpretation. The result of the study showed that (1) the hegemony of PBI took place in the forms of the standardization of education, the capitalization of education, the image of international quality, the stratification of education and (2) the factors contributing to the hegemony of PBI were the politics of national education and the discourse of globalism. Hegemony took place in the form of internationalization of eight SNP and "benchmarking" of the quality of education in OECD countries in order to anticipate globalization. It is suggested that the general middle education which reflected the philosophy of national education, Pancasila, need to be reconstructed.

The study of translanguaging as pedagogy, which challenges the monolingual approach to language education policy, has become an important aspect of investigation in recent years. However, translanguaging is challenged by recent data showing that teachers have ambivalent feelings and attitudes towards translanguaging practices and the evidence on teachers' perceptions of the pedagogical approach in EFL teaching contexts in Indonesia is currently inconclusive. Therefore, our purpose was to describe how EFL teachers perceive translanguaging as pedagogy in the EFL classroom, which was conducted through a descriptive/interpretative approach. A questionnaire was used to collect data which were analyzed through both quantitative and qualitative methods of analysis. The findings indicate that teachers appear to have ambivalent perceptions of translanguaging. Some hold the view that EFL should be taught monolingually, while the others accept translanguaging practices. However, those who have a negative perception of translanguaging also see that the pedagogical approach is important in their EFL classes. The limitations and implications of the study's findings for EFL education in Indonesia are also discussed.