インドネシアと日本の高校学校における英語教育の特徴比較

全文

(1)Title. インドネシアと日本の高校学校における英語教育の特徴比較. Author(s). プレハントロ, プトゥト; 石塚, 博規. Citation. 北海道教育大学紀要. 人文科学・社会科学編, 65(1): 129-149. Issue Date. 2014-08. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/7564. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要(人丈科学・社会科学編)第 6 5巻第 1号 J o u r n a lo fHokkaidoU n i v e r s i t yo fE d u c a t i o n( H u m a n i t i e sandS o c i a lS c i e n c e s )Vo . l6 5 .No. l. 平成 2 6イ￨二 8月. Augus . t2014. A ComparisonbetweenHighS c h o o lE n g l i s hE d u c a t i o ni n apan l n d o n e s i aandJ PREHANTROPuthutandISHIZUKAH i r o k i. Departmento fE n g l i s hE d u c a t i o n .F a c u l t yo fE d u c a t i o n .AsahikawaCampus.HokkaidoU n i v e r s i t yo fE d u c a t i o n. インドネシアと日本の高校学校における英語教育の特徴比較プレハントロ. プトゥト・石塚博規. J 七海道教育大学旭川校英語教育研究室. ABSTRACT Highs c h o o lE n g l i s he d u c a t i o ni nI n d o n e s i as t a r t e dt h e2013Curriculumi nJu l y2 0 1 3 .I n fStudyo fE n g l i s hf o rh i g hs c h o o lwasimplementedi nt h es p r i n go f Japan，anewCourseo 2 0 1 3 .T h i ss t u d yexaminedd i f f e r e n c e si nt h eN a t i o n a lE n g l i s hh i g hs c h o o lc u r r i c u l u m sf o r. h i l el o o k i n ga tt h ed i f f e r e n tf e a t u r e so fc l a s sa c t i v i t i e si nt h etwo I n d o n e s i aandJapan，w npar ， t byc a r r y i n go u tCOLTo b s e r v a t i o n so foneI n d o n e s i a n c o u n t r i e s .Thiswasdone，i h i g hs c h o o lE n g l i s hc l a s sando n eJ a p a n e s eh i g hs c h o o lE n g l i s hc l a s s .Ther e s u l t sshowt h a t 旺e r e n c e si nE n g l i s hh i g hs c h o o le d u c a t i o ni nt h e t h e r ea r eb o t hs i m i l a r i t i e sands i g n i f i c a n td i. twoc o u n t r i e s .T h i ss t u d yi se x p e c t e dt ob eo fb e n i f i tt ot e a c h e r si nI n d o n e s i abyp r e s e n t i n r a c i c i a lwaysf o rc a r r y i n go u tE n l g l i s hl e s s o n s .I ta l s op r o v i d e si n f o r m a t i o na b o u t i n gnew，p ，a sw e l la si n problemsr e l a t e dt ot e a c h i n gE n g l i s ht h a ta r ef a c e dbyt e a c h e r si nI n d o n e s i a. f o r m a t i o nt h a tmaybee n l i g h t e n i n gf o rh i g hs c h o o lE n l g i s ht e a c h e r si nJ a p a n .. 1 . INTRODUCTION Englishhasbecomethemostlearnedand usedl a n g u a g ei nt h ew o r l d .T h i si sl a r g e l ydue. t h a tpromotedEnglisha st h ei n t e r n a t i o n a l l y recognizedlanguagef o rthreemajorareas， namely，w o r l di n s t i t u t i o n s，f i n a n c i a li n s t i t u t i o n s， ands c i e n t i f i ci n s t i t u t i o n s .. t ot h ee f f e c t so fg l o b a l i z a t i o nandadvancesi n. r Unlikei nSingapore，Malaysia，India，o. communicationandinformationt e c h n o l o g y .. BruneiDarussalam，Fachrurrazy(2011) noted. 19 9 7 )i nh i sbook‘ TheFuture DavidGraddol(. h a i l a n d，J apan，C h i t h a tE n g l i s hi nI n d o n e s i a，T. t a t e dt h a t，f o l l o w i n gt h eB r i t i s h 01E n g l i s h ? 's. saf o r e i g nl a n g u a g e .S i n c ei ti sa na，andKoreai. c o l o n i l a z a t i o ne r a .i twast h er i s eo ft h eUSA. n g l i s hl e a r n e r sdon o thave f o r e i g nlanguage，E. 1 2 9.

(3) PREHANTROPuthutandISHIZUKAH i r o k i. manychancest ospeaki nEnglisho u t s i d eo f. f a c e dbyEnglisht e a c h e r si no t h e rc o u n t r i e s .. t h e i rc l a s s .I nS i n g a p o r eo rI n d i aE n g l i s hi sa c. h i ss t u d yi se x p e c t e dt ob eo fb e n e f i t T h e r f o r e，t. knowledgeda sano f f i c i a l l a n g u a g e .andt h i s. n o to n l yt oteachersi nIndonesiabuta l s of o r. c o n s e q u e n t l yc r e a t e sas u p p o r t i n genvironment. l s of o rs t u d e n t s E n g l i s ht e a c h e r si nJapan，anda. f o rEnglishlearnerswhocanapplyt h e i r. p l a n n i n gt obeE n g l i s ht e a c h e r si nt h ef u t u r e .. t i n c l a s sl e s s o n st oa na u t h e n t i cc o n t e x. FormanyyearsI n d o n e s i ahashadastrong. 2 . BACKGROUND. r e l a t i o n s h i pwithJapani nmanya r e a s .sucha s e c h n o l o g y，e d u c a t i o n，c u l t u r e，t r a n s economy，t. SincebothIndonesiaandJapana r eAsian. e a l t h .Japanhascomet obe portation，andh. c o u n t r i e s，i tcanbes a i dt h a ttherea r esome. knownf o ri t swell-managede d u c a t i o nsystem，. fc o u r s ea tt h e s i m i l a r i t i e sbetweenthem，ando. and t h i s has attracted many Indonesian. sametimetherea r emanyd i f f e r e n c e s .This. s t u d e n t st ostudyi nJ a p a n .Oneo ft h ewayst o. c h a p t e rs t a r t swiha no v e r v i e wo fsomeo ft h e s e. i t h e r s t u d yi nJ apani st oa t t a i nas c h o l a r s h i p，e. s m i l i a r i t i e sandd i f f e r e n c e sb e f o r ed i s c u s s i n g. grantedbytheIndonesiangoverment，the. E n g l i s he d u c a t i o na th i g hs c h o o l si nb o t hc o u n -. ， to ro t h e rs p o n s o r s . J a p a n e s egovernmen. t r i e s .Threet o p i c sr e l a t e dt ot h es i m i l a r i t i e sand. TeacherTrainingProgram2 0 1 2wasoneo f. d i f f e r e n c e sbetweenIndonesiaandJapana r e. t h ea n n u a ls c h o l a r s h i pprogramso f f e r e dbyt h e. c h o o l s，andE n g l i s h d i s c u s s e d ;s o c i a ls i t u a t i o n s，s. M i n i s t r yo fE d u c a t i o no fJ a p a nt ot e a c h e r sfrom. a ts c h o o l s .. a l lovert h ew o r l d .Thiss c h o l a r s h i pwasg i v e n t ot e a c h e r so fv a r i o u ss u b j e c t si ne l e m e n t a r yt o. 2 . 1 S o c i a lS i t u a t i o n si nI n d o n e s i aandJapan. h i g hs c h o o le d u c a t i o n .Theg o a lwast od e v e l o p. 2 . 1 . 1 S o c i a lS i t u a t i o ni nI n d o n e s i a. t h eq u a l i t yo ft e a c h i n gandl e a r n i n g .TheG e n e r -. 0 0 I n d o n e s i ai sana r c h i p e l a g ow i t hover1 3，0. a lConsulo fJapan，Mr.NoburoNomura，men. i s l a n d sandmoret h a n3 5 0t r i b e s .Basedont h e. t i o n e di nt h e2 0 1 2p r e d e p a r t u r eo r i e n t a t i o nf o r. 2 0 1 0p o p u l a t i o nc e n s u sbyt h eC e n t r a lS t a t i s t i c. h a t MEXTs c h o l a r s h i pg r a n t e e si nSurabaya，t. h enumbero fI n d o n e s i a n Bureauo fI n d o n e s i a，t. e a c ho ft h eg r a n t e e shadtwomaind u t i e st of u l -. 4 ， 13 2 6 .Therea r et h r e etime c i t i z e n si s2 3 7，6. f i l ld u r i n gt h e i rs t u d yi nJ a p a n :. i d d l e，ande a s t )，I n d o n e s i a 'sE a s t z o n e s( w e s t，m. e a r na smucha sp o s s i b l e 1， Tostudyandl. TimeZonei se x a c t l yt h esamea st h a to fJ a p a n .. f o rt h es a k eo fb o t hs e l f b e t t e r m e n tand. I n d o n e s i ah a sahuged i v e r s i t yo fr e l i g i o n .s o c i a l. communitydevelopmenta f t e rr e t u r n i n g. a n g u a g e s，c u l t u r e sands oo n .There s t r u c t u r e，l. t oI n d o n e s i a .. x c l u s i v er e a r es i xacknowledged，mutuallye. 2 . Tobeagoodar e p r e s e n t a t i v eo fIndone. a t h o l i c，C h r i s t i a n i t y，Hinduism， l i g i o n s( I s l a m，C. s i aw h i l estudyingi nJapanandt oh e l p. Buddhism，andC o n f u c i a n i s m )a l o n gwithh u n -. b r i n gs t r o n g e ru n d e r s t a n d i n g sandc o o p -. d r e d so fl o c a lb e l i e f s .. e r a t i o nbetweenJ apanandI n d o n e s i a .. 19 6 7 )s a i dt h a tIndonesiaprobably Geertz(. hast h eg r e a t e s to fd i v e r s i t yamongt h eSouth Thisstudyi sconducteda sanattemptt o. EastAsianc o u n t r i e sduet oi t swidet e r r i t o r y. t a c c o m p l i s ht h etwod u t i e smentioneda b o v e .I. andhugenumbero ft r i b e s .S i n c eonet r i b eh a s. i si m p o r t a n tt oknowwhatproblemsa r eb e i n g. morethantwolanguagest h a ta r eusedi nc o -. 1 3 0.

(4) A ComparisonbetweenHighS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aand] a p a n. j u n c t i o nduet op o l i t e n e s stowardt h es p e a k i n g. i l lhavemorechancest o Usually，studentsw. flanguages partner，therearehundredso. speakIndonesianwhentheya r estudyinga t. spokeni nI n d o n e s i aa smothertonguesf o rI n -. h enumbero f highs c h o o lo ru n i v e r s i t y，butt. d o n e s i a nc h i l d r e nAmongt h ei s l a n d si nI n d o n e -. p e o p l es p e a k i n gI n d o n e s i a na sad a i l yl a n g u a g e. st h er i c h e s ti ntermso fl a n g u a g ed i s i a，Papuai. r e m a i n ss m a l . l. 2 0 1 1 ) wrotet h a tt h e r ea r e v e r s i t y .Yembise(. SincemostIndonesiansa r eMuslim，many. 250l a n g u a g e su s e da smeanso fcommunication. c h i l d r e nw i l l l e a r nt or e a dandr e c i t eA r a b i cb e -. i nP a p u a .. f o r etheyenterelementaryschoo. lI nother. Andduet ot h ef a c tt h a tmosto ft h eI n d o n e -. ft h ec h i l d r e nl e a r ns i m p l eA r a b i c words，manyo. s s i a npeopleareMuslim，Arabiclanguagei. b e f o r et h e yl e a r nI n d o n e s i a nl a n g u a g e(Madya，. o s t l y， w i d e l yl e a r n e dandt a u g h ti nI n d o n e s i a，m. 2 0 0 7 ) .Asar e s u l t，b e f o r eIndonesianc h i l d r e n. f o rr e l i g i o u sp u r p o s e s .T h i scanb eimaginedt o. s t a r tl e a r n i n gE n g l i s ha tj u n i o rhighs c h o o lo r. haveas t r o n gimpactont h eI n d o n e s i a neduca. ，l t h e yu s u a l l yhavebeenw e l l elementarys c h o o. n d e r i c t l yontheEnglish t i o nsystem，andi. exposedt oa tl e a s ttwoo rthreelanguages，. e d u c a t i o no fI n d o n e s i a ns c h o o l s .. namelyt h e i rmothertongue，Indonesianl a n -. Indonesianlanguagei so f f i c i a li nI n d o n e s i a， but，a st h e r ea r ehundredso flanguagesi nI n -. iftheya r efromMuslim guage，andArabic(. f a m i l e s ).. ti st h emothertonguef o rfewert h a n d o n e s i a，i 20%o fIndonesianp e o p l e .Eventhoughsome-. 2 . 1 . 2 S o c i a lS i t u a t i o ni nJapan. t i m e stheys h a r eas i m i l a rgrammaro rwords，. J a p a ni sad e v e l o p e dA s i a nc o u n t r yc o n s i s t i n g. p e o p l efromtwod i f f e r e n tt r i b e sh a r d l yu n d e r -. o fmoret h a ns e v e nthousandi s l a n d ss t r e t c h i n g. s t a n de a c ho t h e r .I n d o n e s i a nl a n g u a g ewasf i r s t. fromHokkaidoi nt h en o r t ht oOkinawai nt h e. s t a t e dt ob et h eu n i f y i n gl a n g u a g eo fI n d o n e s i a. s o u t h .J apanesei st h en a t i o n a l l a n g u a g eandi s. 9 2 8 .TheI n i nt h eYouthOatho fOctober28，1. t h emothertonguef o ra l m o s ta l lJ apanesep e o -. donesianlanguagei so r i g i n a l l yderivedfrom. l t h o u g ht h e r ea r emanyd i a l e c t s .U n l i k eI n p l e，a. a n g u a g eo foneo ft r i b e si nSumatera Melayu，al. e l i g i o u sm a t t e r sa r et o t a l l ys e p a r a t e d d o n e s i a，r. h i sMelayulanguagei so f f i I s l a n d .Nowadays，t. h i n t o fromp o l i t i c a la d m i n i s t r a t i o n .However，S. c i a l l ynameda stheMalaysianlanguagei n. andBuddhism，andConfucianismhaveplayed. M a l a y s i a .. i m p o r t a n tr o l e si nJ a p a n e s ec u l t u r eandl i f e .. I ti sg e n e r a l l yassumedt h a to n l ypeoplei n. h e AswasreportedbyTheJapanTimes，t. 'sS p e c i a lRegiono fJa k a r t aa r er e t h eC a p i t al. numbero fJ a p a n ' sp o p u l a t i o nbyOctober2 0 1 3. gardeda sI n d o n e s i a nf i r s tl a n g u a g es p e a k e r s .I n. 7 9 .Japana l s oa t t r a c t sa wasabout127，515，6. n d o n e s i a nc h i l d r e ns t a r t o t h e rp r o v i n c e s，mostI. c o n s i d e r a b l enumbero ff o r e i g nn a t i o n a l swho. t ol e a r nIndonesianlanguagei nelementary. o r e i g n comet ol i v et h e r e .J apanhad1，980，200f. ， l buttheydon otspeaki nIndonesian schoo. i n gf o r r e s i d e nt sa so fMarch31，2013account. a f t e rs c h o o la sl o c a ll a n g u a g e sa r ew i d e l yu s e d .. 1 . 5 4p e r c e n to fi t st o t a lp o p u l a t i o n，w i t hmosto f. d u c a t i o n a lm a t e r i a l s，o f f i c i a l l e t A l lhandbooks，e. e them，84.28percent，beingworkingage，b. e l e v i s i o nprogramsa r e t e r s，newspaperandt. 5a nd6 4 . tween1. t i l ，l i t presentedi nIndonesianlanguage，buts. J apanh a sbeent h ehomeo fsomed i s t i n c t i v e. doesn o te l i m i n a t et h eu s eo ft r i b a l l a n g u a g e s .. languagesotherthanJa p a n e s e .Theweb s it e. 1 3 1.

(5) PREHANTROP u t h u tandISHIZUKAH i r o k i. w w w . e t h n o 1 o g u e . c o m 1 i s t s91 a n g u a g e st h a te x i s t. n i a 1e r a .I nt h epas ， ta smostI n d o n e s i a npeope. i nJapan.Theyarec l a s s i f i e di nt otwomain. e o p 1 eu s e dt os t u d ya t wereMus1ims，commonp. a n groups:Ainu1anguage，andRyukyuan1. t r a d i t i o n a 1 I s 1 a m i c( b o a r d i n g )s c h o o 1 swhere. guages(NorthernAmamiOshima，Southern. on1yIs1amicsubjectsweretaughtwithno. AmamiOshima，Kikai，Kunigami，Miyako，. g e n e r a 1c o u r s e s .Otherr e 1 i g i o u ss c h o o 1 sa 1 s ohad. O k i n o E r a b u，C e n t r a 1Okinawan，Toku-no-Shim ， a. t h e i rownwayt orunt h e i re d u c a t i o n .L a t e ron，. Yaeyama，andYo r o n ) .However，Japanesei s. a p p r o a c h i n gIndependenceDay，modernI s 1 a m i c. nowt h ef i r s t1 a n g u a g eandi sspokenbya 1 m o s t. o rexamp1e，Muhammadiyah s c h o o 1 srunby，f. 99%o fJ a p a n e s ep e o p 1 e .. n these schoo1s， Foundation， appeared. I n o n r e 1 i g i o u ssubjectsweretaught，sucha s. 2 . 2 SchoolSystemsi nI n d o n e s i aandJapan. c i e n c e，ForeignLanguages，e t c . Mathematics，S. 2 . 2 . 1 SchoolSystemi nI n d o n e s i a. Thecategorieso fschoo1si nIndonesiaare. BothI n d o n e s i aandJapanadopta6 3 3s y s. . showni nT a b 1 e1. temo fe d u c a t i o n .The9 y e a rb a s i ceducation c o n s i s t so f6 y e a r so fe 1 e m e n t a r yand3y e a r so f. 2 . 2 . 1 SchoolSystemi nJapan. f t e rwhich juniorhighschoo1education，a. Thep r e s e n tsystemo fJ a p a n e s ee d u c a t i o ni s. s t u d e n t smaypursuet h e i rstudyi n3y e a r so f. ti sa9-yearcompu1sory a6 3 3 4system.I. s e n i o rhighs c h o o 1e d u c a t i o n .TheIndonesian. educationfrome1ementaryt ojuniorhigh. n a t i o n a 1e d u c a t i o nsystemmain1yc o n s i s t so f5. 1However，t h er a t e so fp a r t i c i p a t i o ni n schoo.. r e :p r e s c h o o ，l e 1 e m e n t a r ys c h o o ，l 1 e v e 1 s，whicha. 旺e rfromt h o s eo fI n d o n e s i a ne d u c a e d u c a t i o nd i. J U l 1 lo r凶ghsch ∞thighsch ∞tanduniversity/college.. u o t i n gfromMEXT'sp u b t i o n .H o s o k i( 2 0 1 0 )，q. Accordingt oar e p o r tbyM i n i s t r yo fWomen's. h a t，i n2 0 0 8，100%o f 1 i s h e ddata，mentionedt. ，t h e Empowermento ft h eR e p u b 1 i co fI n d o n e s i a. J a p a n e s ec h i 1 d r e nj o i n e dt h ecompu1sorye d u c a -. p e r c e n t a g eo fp a r t i c i p a t i o ni ne d u c a t i o ni n2 0 0 8. h er a t eo fe n r o l l m e n ti nh i g hs c h o o 1 swas t i o n，t. was 97.83% f o r e1ementary schoo1 1 e v e 1. h e 97.8%o fj u n i o rh i g hs c h o o 1graduates，andt. o rj u n i o rh i g h ( c h i 1 d r e nbetween7 1 2 )，84.41%f. r a t eo fenrollmenti nu n i v e r s i t i e so rc o l l e g e s. schoo11 e v e 1( c h i 1 d r e nbetween1 3 1 5 )，and. l .5 % . was5. 54.70%f o rh i g hs c h o o 1 1 e v e 1( c h i 1 d r e nbetween h ep e r 1 6 1 8 ) .Foru n i v e r s i t yo rc o l l e g e1 e v e 1，t. 2 . 3 E n g l i s hE d u c a t i o ni nI n d o n e s i aandJapan. c e n t a g eo fp a r t i c i p a t i o ni n2 0 1 1was23%o ft h e. 2 . 3 . 1 E n g l i s hE d u c a t i o na tS c h o o l si nI n d o n e s i a. h i g hs c h o o 1g r a d u a t e s .. n g 1 i s ha saForeign I nI n d o n e s i a，TeachingE. Then a t u r eo fs c h o o 1 si nI n d o n e s i ai sg r e a t 1 y. Languagewass t a r t e da tsomes c h o o 1 sduring. a f f e c t e dbyt h ef a c tt h a tI n d o n e s i ar e g u 1 a t e sr e -. t h eDutchc o 1 o n i z a t i o ne r ai ns p i t ei fi t sp o 1 i c y. 1 i g i o nandi t sn a t i o n a 1e d u c a t i o nsystema d o p t s. o fdiscriminatoryeducationaccessbasedon. c o n v e n t i o n a 1s t y 1 e so fe d u c a t i o nc a r r i e do u tby. k i nc o 1 o u r，ands o c i a 1s t a t u s .A f t e rt h eI n r a c e，s. r e 1 i g i o u sg r o u p s .R e 1 i g i o u ss c h o o 1 se x i s t e db e -. n g 1 i s hwaso f f i c i a l l yt a u g h t dependenceDay，E. f o r eI n d o n e s i ap r o c l a i m e di t sindependenceon. . 1 a tj u n i o rh i g hs c h o o. 9 4 5 .Theywerec r e a t e di nr e s p o n s e August1 7，1. Thecurricu1umo fEng1isheducationi nI n -. t od i s c r i m i n a t i o na g a i n s te d u c a t i o n a 1a c c e s sby. d o n e s i ahasbeenmodifiedfromtimet otime. t h eDutchgovernmenti nI n d o n e s i ai nt h ec o 1 o -. n g 1 i s he d u c a t i o ni nI n d o n e s i a Fora1 0 n gt i m e，E. 1 3 2.

(6) AC o m p a r i s o nb e t w e e nH i g hS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aa n d] a p a n. Table 1 C αt e g o r i e s01S c h o o l si nI n d oηe s zα ，. LEVEL. ES. JHS. SHS. TYPEOFSCHOOL SEKOLAHDASAR ( G e n e r a l C o u r s e E l e m e n t a r yS c h o o l ) MADRASAHIBTIDAIYAH ( I s l a m i c C o u r s e E l e m e n t a r yS c h o o l ) SEKOLAHDASAR LUARBIASA ( E l e m e n t a r yS c h o o lf o rC h i l d r e nw i t h S p e c i a lN e e d s ) SEKOLAHMENENGAHPERTAMA ( G e n e r a l C o u r s e J u n i o rHighS c h o o l ) MADRASAHTSANAWIYAH ( I s l a m i c C o u r s e J u n i o rHighS c h o o l ) SEKOLAHMENENGAHPERTAMA LUARBIASA ( Ju n i o rHighS c h o o lf o rC h i l d r e nw i t h S p e c i a lN e e d s ) SEKOLAHMENENGAHATAS ( G e n e r a l C o u r s e S e n i o rHighS c h o o l ) MADRASAHALIYAH ( I s l a m i c C o u r s e S e n i o rHighS c h o o l ) SEKOLAHMENENGAHKE . J URUAN ( V o c a t i o n a l C o u r s e S e n i o rHighS c h o o l ) MADRASAHALIYAHKE . J URUAN C V o c a t i o n a lI s l a m i c C o u r s e S e n i o rHighS c h o o l ) SEKOLAHMENENGAHATASLUAR BIASA ( S e n i o rHighS c h o o lf o rC h i l d r e nw i t h S p e c i a lN e e d s ). RUNNING ADMINISTERINGMINISTRY INSTITUTION Government M i n i s t r yo fE d u c a t i o nandC u l t u r eo f o r R e p u b l i co fI n d o n e s i a pnvatem s t l t u tlOn s Government o rp r i v a t eI s l a m i c i n s t I tu tlOn s. M i n i s t r yo fR e l i g i o nA f f a i r so f R e p u b l i co fI n d o n e s i a. Government M i n i s t r yo fE d u c a t i o nandC u l t u r eo f o r R e p u b l i c o f I n d o n e s i a pnvatem s t l t u tlOn s Government M i n i s t r yo fE d u c a t i o nandC u l t u r eo f o r R e p u b l i c o f I n d o n e s i a pnvatem s t l t u tlOn s Government o rp r i v a t eI s l a m i c mst I tu t lOn s. M i n i s t r yo fR e l i g i o nA f f a i r so f R e p u b l i co fI n d o n e s i a. Government M i n i s t r yo fE d u c a t i o nandC u l t u r eo f o r R e p u b l i co fI n d o n e s i a pnvatem s t l t u t lOn s Government M i n i s t r yo fE d u c a t i o nandC u l t u r eo f o r R e p u b l i co fI n d o n e s i a pnvatem s t l t u t lOn s Government M i n i s t r yo fR e l i g i o nA f f a i r so f o rp r i v a t eI s l a m i c R e p u b l i co fI n d o n e s i a mst I tu t lOn s Government M i n i s t r yo fE d u c a t i o nandC u l t u r eo f o r R e p u b l i c o f I n d o n e s i a pnvatem s t l t u tlOn s Government o rp r i v a t eI s l a m i c一 mst I tu t lOn s. M i n i s t r yo fR e l i g i o nA f f a i r so f R e p u b l i co fI n d o n e s i a. Government M i n i s t r yo fE d u c a t i o nandC u l t u r eo f o r R e p u b l i co fI n d o n e s i a pnvatem s t l t u t lOn s. 4，Year2 0 1 3，o nS t a n d a r do fB a s i cE d u c a t i o nand ( R e g u l a t i o no fM i n i s t r yo fE d u c a t i o nandC u l t u r e，Number5 HighS c h o o lG r a d u a t e s ). tendedt ousetheGrammar-EasedApproach，. beat o o lf o rWesternization， Hosoki ( 2 0 1 0 ). Thisl a s t e du n t i lt h eestablishmento ft h e2004. wrotet h a ttherearefourimportanterascon. N a t i o n a lCurriculum，whenE n g l i s he d u c a t i o ni n. nectedwithEnglisheducationi nJa p a n .I nt h e. I n d o n e s i as t a r t e dt ouset h eDiscourseA n a l y s i s. M e i j iera( 1 8 6 8 1 9 1 2 )，whenEnglisheducation. 0 1 1 )，I tresultedfrom Approach (Fachrurrazy，2. h egovernment 'sp o l i wass t a r t e da sasystem，t. t h ee f f o r t st oprepareIndonesians t u d e n t swith. cyaimeda tu s i n gE n g l i s ha sameanst oimport. Englishcommunications k i l l si nane r ao fg l o b a -. moderntechnologiesfromtheWestandt o. l i z a t i o n，. accessWesternknowledgeandc u l t u r e .I nt h e Taishoera( 1912-1926)，theawarenessabout. 2.3.2 E n g l i s hEducationa tSchoolsi nJapan. t e a c h i n gmethodologiesarouseamongt e a c h e r s .. I twasi n1867whenJapanopenedi t s e l ft o. However，t h epurposeo fEnglishe d u c a t i o nhad. Westernc o u n t r i e s，andEnglishwasthoughtt o. s h i f t e dt oprepares t u d e n t sf o rentranceexami-. 1 3 3.

(7) PREHANTROP u t h u tandISHIZUKAH i r o k i. n a t i o n s .E n g l i s he d u c a t i o ns t a r t e dt od e a lm a i n l ywithgrammaticala n a l y s i sandt r a n s l a t i o n l s o i n t oJapanese.I nt h i sera，therewerea movementst oa b o l i s hE n g l i s h . r i o rt ot h eendo fWo r l d I nt h eShowae r a，p. 3 . PURPOSEOFSTUDY Thisstudyd e a l switht h ed i f f e r e n tn a t i o n a l educationsystemso fIndonesiaandJ a p a n .I t a t t e m p st oanswert h ef o l l o w i n gq u e s t i o n s :. n g l i s he d u c a t i o nwasa b o l i s h e dfrom WarI I，E. 旺e r e n c e so fN a t i o n a l Q u e s t i o n1 :Whata r et h ed i. the school curriculum a s the r e s u l to f. E n g l i s hC u r r i c u l u mf o rh i g hs c h o o l si nI n d o n e s i a. a n t i E n g l i s hlanguageeducationsentiments. andJ a p a n ?. amongtheJapanese.Aftert h eendo fWo r l d. Question2 :Whata r et h ed i f f e r e n tf e a t u r e so f. t a r t e dt obec o n WarI I，Englisheducations. c l a s sa c t i v i t i e si nI n d o n e s i aandi nJ apanbased. ducteda g a i n .Duet ot h eneedf o remployees. ont h eCommunicativeO r i e n t a t i o no fLanguage. withE n g l i s hcommunications k i l li nb u s i n e s s，. Teaching(COLT)o b s e r v a t i o nscheme?. p r a c t i c a lE n g l i s hgainedmorea t t e n t i o n，even thoughtheEnglishlanguagecurriculumi n. t COLTwasf i r s tusedi nthee a r l y1 9 8 0 ' s .I. s c h o o l swass t i l le x a m i n a t i o n o r i e n t e d .T h i swas. t r i e st od e s c r i b ed i f f e r e n c e si nt h ecommunica-. a l s owhent h eCommunicativeApproachg a i n e d. t i v eo r i e n t a t i o no fl a n g u a g et e a c h i n gandt od e -. popularaity.I nt h i sera，theJapanesegov-. terminewhetherandhowt h i sc o n t r i b u t e st o. ernment started i n v i t i n g native English. d i f f e r e n c e si nL2l e a r n i n goutcomes(Spada&. h e s p e a k e r st ot e a c hE n g l i s hi nJ a p a n .I n1 9 8 7，t. L y s t e r1 9 9 7，p .7 8 8 ) .. JapanExchangeandTeachingprogram( JET. 19 8 3 )wrotet h a t“t h eCOLTo b s e r v a A l l e n(. h e program)wasl a u n c h e d .I nt h i sprogram，t. t i o nschemei sd i v i d e di n t otwop a r t s :PartA. Japanesegovernmenth i r e dthousandso ff o r e -. d e s c r i b e sclassroomeventsa tt h el e v e lo fe p i -. ignnationalst oteachEnglisha tschoolsi n. sodeanda c t i v i t y ;PartBanalysesthecom-. J a p a na sA s s i s t a n tLanguageT e a c h e r s(ALT).. municativef e a t u r e so fverbalexchangesbe. 19 8 9 p r e s e n t )，theJET I ntheHeiseiera (. tweent e a c h e r sands t u d e n t sand/ors t u d e n t s. programhasgrowni np o p u l a r i t y .I n2 0 1 3，. ands t u d e n t sa st h e yo c c u rw i t h i ne a c he p i s o d e. a c c o r d i n gt ot h ed a t ap u b l i s h e donJET'so f f i c i a l. o ra c t i v i t y " .T h i sCOLTo b s e r v a t i o nschemeh a s. 7 2peoplefrom4 0 homepage，therewere4，3. a l s obeenusedf o rlanguagec l a s s e si nother. c o u n t r i e sp a r t i c i p a t i n gi nt h i sp r o g r a m .Thed e -. t h a nE n g l i s h .Rondon-Pari( 2 0 1 2 )implemented. velopmento ft h eI n t e r n e tandtechnologyhas. t h ePartBo ft h i sschemef o raSpanishc l a s s .. p l a y e di m p o r t a n tr o l e si npromotingt h eu s eo f. ThepresentstudyusesPartA o ft h eCOLT. E n g l i s h .Thei m p o r t a n c eo fg l o b a lr e l a t i o n s h i p s，. o b s e r v a t i o ns c h e m e .. a sw e l la stheincreasingnumbero fforeign a sg i v e nr i s et ot h eneed s t u d e n t sandt o u r i s t s，h f o rmorep r a c t i c a lE n g l i s h .S t a r t i n gfrom2 0 1 3，. 4 . STUDY. MEXTconcludedt h a tEnglisheducationa t. T h i sc h a p t e rw i l le x p l a i nt h eo b j e c t i v e s，c o n -. highs c h o o l sshouldbeconductedi nE n g l i s h .. l a s sd i s t r i b u t i o ni s s u e sc o n t a i n e di n t e n t s，andc. Althoughe x a m i n a t i o n o r i e n t e dE n g l i s heduca. t h er e s p e c t i v en a t i o n a lh i g hs c h o o lE n g l i s hc u r. n g l i s he d u c a t i o nh a sg r a d u a l l y t i o ns t i l le x i s t s，E. sw e l la st h e r i c u l u m sf o rI n d o n e s i aandJapan，a. s h i f t e dt ob emorec o m m u n i c a t i v e .. r e s u l t so fCOLTo b s e r v a t i o no foneI n d o n e s i a n. 1 3 4.

(8) AC o m p a r i s o nb e t w e e nH i g hS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aa n d] a p a n. E n g 1 i s hc l a s sandoneJ apaneseh i g hs c h o 0 1En-. tence，eacho fwhichi sfurtherexp1aineda s. g l i s hc l a s s .. c a t e g o r i e so fB a s i cCompetences.Thef o u rc a t e g o r i e so fCoreCompetencesa r e :. 4 . 1 NationalEnglishCurriculumf o rHigh Schoolsi nI n d o n e s i aandJapan. 1 . Understanding and practicing the. t e a c h i n g so fas t u d e nt 'sownr e 1 i g i o n .. 0 1 3 .I n d o n e s i a ns c h o 0 1 ss t a r t e dt ou s et h e I n2. 2 . Understandingandpracticingtheb e -. newn a t i o n a 1c u r r i c u 1 u m .P r e v i o u s 1 y .t h ec u r r i -. h a v i o u r so fh o n e s t y ，d i s c i p 1 i n e ，r e s p o n s i b i 1 i t y ，. e r b a s i sK o m p e t e n s i cu1umi nu s ewasKurikulumB. s o c i a 1awareness (community-work，. 2004.o r1 i t e r a l l yt h e2004Com ρetence-Based. c o o p e r a t i o n，p e a c e )，p o 1 i t e n e s s，r e s p o n -. Curriculum，whichwasd eve10pedt obeKuri-. s i v e n e s s，andp r o a c t i v e n e s s，andshow-. kulumTingkatSatuanPendidikan2006，o r. ing good w i l lf o r s01ving prob1ems. h e2006Education-UnitLevelC u r r i 1 i t e r a l l yt. throughe f f e c t i v ei n t e r a c t i o nwiths o c i e t y. c u l u m .. np o s i t i o n i n gthem andt h enature，andi. I nJ apanesee d u c a t i o n，t h ep r e s e n tg u i d e 1 i n e i st h eCourseo fStudyo fE n g 1 i s hp u b 1 i s h e dby. s e 1 v e sa san a t i o n a 1r e p r e s e n t a t i v ei nt h e g l o b a 1community.. 0 1 3 .E n g 1 i s hi sj u s to n eo ft h ef o r e i g n MEXTi n2. n a 1 y z i n g 3 . Understanding，app1ying，anda. u ti t 1anguagest a u g h ti nJapanesee d u c a t i o n，b. t h ef a c t u a 1，conceptua1，andprocedura1. h a saprominentp o s i t i o nandi st h emostw i d e 1 y. know1edger e 1 a t e dt os t u d e nt 'sc u r i o u s i t y. taughtf o r e i g n1 a n g u a g e .A1mosta l lstudents. abouts c i e n c e，t e c h n o 1 o g y，a r t s，c u 1 t u r e s，. t a k eanE n g 1 i s ht e s ti nu n i v e r s i t ye n t r a n c ee x -. andh u m a n i t i e s，anda p p 1 y i n gknow1edge. lOn s . ammat. i nas p e c i f i cf i e 1 dt ot h a tr e 1 a t e dwitht h e student'st a 1 e n tandinterestt osolve. 4 . 1. 1 O b j e c t i v e s 4 . 1 . 1 . 1 Objectiveso fIndonesianEngl i s h E d u c a t i o nC u r r i c u l u m. p r o b 1 e m s . n t e r p r e t i n g，andp r e s e n t i n g 4 .P r o c e s s i n g，i concrete1yanda b s t r a c t 1 yt h edeve1op-. a t i o n a 1Curricu1um，t h e Basedont h e2013N. ment1 e a r n e da ts c h o o 1i nanindependent. o b j e c t i v e so fE n g 1 i s he d u c a t i o ni nI n d o n e s i aa r e. way，andbeinga b 1 et oapp1yt h es c i e n -. describedunderCoreCompetenceandB a s i c. t i f i cm e t h o d s .. Competence.CoreCompetencei sanumbero f. Tab1e2showsanexamp1eo fhowB a s i cCom-. competencecategoriesthata l lhighschoo1. p e t e n c ei sa p p 1 i e di np r e s e n t i n gt h et o p i co fE x -. s t u d e n t shavet oa c h i e v eb e f o r ec o m p 1 e t i n gt h e. pressiono fSelf-Introductionf o rthef i r s t. three-years t u d y .ThisCoreCompetencei s. . 1 g r a d e r so fI n d o n e s i a nh i g hs c h o o. t h e nf u r t h e rd e s c r i b e di n t owhati sc a l l e dB a s i c. Debateshavea r i s e namonge x p e r t sa b o u tt h e. a s i cCompetence Competence.I no t h e rwords，B. f i r s tc a t e g o r yo fCoreCompetenceandi t sB a s i c. td e a 1 s i sasubseto fCoreCompetence，andi. Competence.Thef i r s tc a t e g o r yo fCoreCompe-. o g n i t i o nandmemory.( M i n i s t r y w i t ha f f e c t i o n，c. tence saysthatstudentsareexpectedt o. o fE d u c a t i o nandC u 1 t u r eo ft h eR e p u b 1 i co fI n -. “ undeγ s t αηdα ndpα γc t i c et h et eαchingsofα. 0 1 3 ) .T h i sB a s i cCompetencei sd e t e r d o n e s i a，2. student' sownr e l i g i o n "andi ntheexamp1e. minedb a s e do nt h e1 e v e 1o fs t u d y .. above，i t sB a s i cCompetences a y s :“ Thankingt o. Therearef o u rc a t e g o r i e so fCoreCompe-. s α Godfort h eo p p o r t u n i t yt ostudyEnglishα. 1 3 5.

(9) PREHANTROPuthutandISHIZUKAH i r o k i. Table 2 A争，争 lication01BasicCo抗争etence10γ E 功 ression01Sell-/; 抗 γ toductio抗 B a s i c Competence. 1 . 1 Thanking. MainM a t e r i a l. Learning. .. Simpleo r a land Observing writtentextt o Studentsl i s t e n / r e a d ask， and thes e l f i n t r o d u c i o n present， respond t e x tbypaying SocialFunction: a t t e n t i o nt othes o c i a l Building [ u n c t i o n，t e x t r e l a t i o nwith s t r u c t u r e，and l i n g u s i t i c[ e a t u r e s， and t e a c h e r s， f r i e n d s， and a l s othe o t h e rp e o p l e， p r e s e n t a t i o n / w r i t i n g Expressi οn : format， Mynamei s . . . Studentst r yt oi m i t a t e I ' m . .， Ilive thepronunciationand i n . .， 1h a v e . .， 1 w r i t ethepresented l i k e . . .， ands o s e l f i n t r o d u c t i o n， on L i n g u i s l i c Asking Undert e a c h e r 's 2 . 1 Showing Features: guidanceand ( 1 ) Words t h e b e h a v i o r so f r e l a t e dt o d i r e c t i o n，s t u d e n t sask familyand thed i f f e r e n c ebetween honesty， r e l a t i v e s， s e l fi n t r o d u c t i o ni n d i s c i p l i n e， c o n f i d e n c e， p r o f e s ー Englishandi n I n d o n e s i a n . and s i o n s，and h o b b i e s， Studentsaskaboutthe r e s p o n s i一 b i l i t yi n ( 2 ) Verbsin pronunciationandt h e con-ducting Simple c o n t e n to fthes e l f t r a n s a c Present i n t r o d u c t i o nt e xt . e . t i o n a l Tense:b Exploring commu have ( 3 ) Question n i c a t i o n Studentsf i n ds e l f with words i n t r o d u c t i o nfrom What? v a r i o u ss o u r c e s . t e a c h e rand Wh ο7 Studentsp r a c t i c es e l f ー f r i e n d s， Which? i n t r o d u c t i o nwith ( 4 ) Pronunー f r i e n d s， 3 . 1 .Analyzing Studentsp r a c t i c es e l [ t h es o c i a l c i a t i o n， f u n c t i o n， s t r e s s i n g， i n t r o d u c t i o nby w r i t i n g， t e x t intona s t r u c t u r e， t i o n， and s p e l l i n g， l i n g u i s t i c t i d yhand Associating writing， Studentsanalysethe f e a t u r e si n thes e l f ( 5 ) Word e x p r e s s i o nf o rs e l f i n t r o d u c r e f e r e n c e i n t r o d u c t i o nby groupingthembased t i o nt e x t，i n p i c T ο. ontheu s e . i t sr e l a t i o n Ingroups，s t u d e n t s Examples[ o r witht h e c o n t e x t， behaviourso f d i s c u s sthee x p r e s s i o n [ o rs e l f i n t r o d u c t i o n openmind， 4 .1 .Construc a p p r e c i a t i o non t h a ttheyf i n di no t h e r t i n gsimple s o u r c e sandcompare d i v e r s i t y， o r a land peace， themwitht h o s et h a t thet e a c h e ruses， w r i t t e nt e x t Studentsgetfeedbacks t opresent， ask，and fromthet e a c h e rand [ r i e n d saboutt h es o c i a l respond， bypaying f u n c t i o nandl i n g u i s t i c f e a t u r e si ngroupwork， aUentiont o Communicating thes o c i a l f u n c t i o n， Studentsdemonstrate theuseo fs e l f ー t e x t s t r u c t u r e， i n t r o d u c t i o n， bothi n and o r a landw r i t t e nform， l i n g u s i t i c i nf r o n to fthec l a s sby f e a t u r e s takngc a r eo fs o c i a l r i g h tand whicha r e f u n c t i o n， c o r r e c tand propere x p r e s s i o n s appro andl i n g u i s t i cf e a t u r e s whichf i tt h ec o n t e x t， p r i a t et ot h e context . Studentsw r i t et h e problemi nusing Engishf o rd e l i v e r i n g s e l f i n t r o d u c t i o ni na learningjournaL t oGodf o r the opportu n i t yt o study Englisha sa meanso [ i n t e r n a 一 t i o n a l communi c a t i o nby showing good motiva-tion t ol e a r n .. . . . . . . . . . .. .. Assessment. . .. AssessmentC r i t e r i a : Achievementi n s o c i a lf u n c t i o n Completenessand chronologyo fthe t e x ts t r u c t u r ei n presentingand askingabouts e l [ i n t r o d u c t i o n， Accuracyo f l i n g u i s t i cf e a t u r e s : grammar" vocabulary， pronunciation， s t r e s s i n g ， i n t n a t i o n，s p e l l i n g， andhand-writing， Appropriateness o [writing/presen t a t i o nf o r m a t .. . .. Time Io c a t i o n Al. 2x 2 p e r i o d s ( t w o l e s s o n so [. 9 0 minutes perweek). LearningSource. . . . . .. Audio CD/ VCD/DVD Sl : TARA GURU E旦g l i s h Newspapers/ Magazines www， dailye nglish.com http://ame ricanenglis h， state， gov /f i l e s /ae/re s o u r c ef i l e s http://learn bri english， 1 ishcouncil .. .. 壁正型ど. . .. Performance Doingamonolog i n t r o d u c t i o ni n f r o n to fthec l a s s， Us i n ga c c u r a t e l i n g u i s t i c s t r u c t u r e sand a s p e c t si nthe i n t r o d u c t i o n Observations:. I ti snotaformal assessmentl i k ea t e s t， buti ti sf o r givingf e e d b a c k .The a s s e s s i n gt a r g e t sa r e : seinghonest， d i s c i p l i n e， c o n f i d e n t， and r e s p o s i b l ei n conducting communication. S t u d e n t ' s s e r i o u s n e s si n everys t a g eo [ learningp r o c e s s. . . .. P o r t o f o l i o C o l l e c t i o no [ s t u d e n t ' swork representing t h e i rr e s u l to r achievementi n theformo f r e c o r d so ftheuse o [e x p r e s s i o n s andc o n v e r s a t i o n s c r i pt . C o l l e c t i o no ft e s t andp r a c t i c e r e s u l t s， No t e so rr e c o r d s o fs e l f assessment， o r peer-scoringi n theformso f commentso r o t h e r s，. . .. S e l f -Assessmentand Peer-Assessment Forms:Diary， j o u r n a l，s p e c i a l format，comments， o ro t h e r s .. (RegulationofMinistryofEducationandCulture， Number6 9，Year2013，onBasicFrameandStructureof CurriculumforGeneralHighSchool/ IslamicHighSchool ). 1 3 6.

(10) A ComparisonbetweenHighS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aand] a p a n. means01i n t e r n a t i o n a lcommunicationbys h o w -. tudetowardcommunicationthroughf o r e i g n. i n ggoodm o t i v a t i o nt ol e a r nぺSomee x p e r t sa r e. l a n g u a g e s " .. q u e s t i o n i n gsuchacategoryo fB a s i cCompe-. T h i so v e r a l lo b j e c t i v ei st h e nd e s c r i b e df u r t h -. t e n c eduet oi t su n c l a r i t yonhowt oa s s e s st h e. ti s e ri nt h eo b j e c t i v e so fi n d i v i d u a ls u b j e c t s .I. o b j e c t i v e .. i m p o r t a n tt on o t et h a tE n g l i s hi n s t r u c t i o ni sd i -. tcanb es e e nt h a t R e g a r d l e s so ft h ed e b a t e s，i. a s i cCommunicav i d e di n t od i f f e r e n ts u b j e c t s，B. theCoreCompetenceo fIndonesianEnglish. ，I II I I， t i o nEnglish，CommunicationEnglish1. EducationCurriculumr e p r e s e n t st h r e ebroad. E n g l i s hE x p r e s s i o n1 ，I I .andE n g l i s hC o n v e r s a -. h e ya r e : a r e a si ni t sc h a r a c t e r i s t i c s，andt. 0 0 9 ) .T a b l e3p r e s e n t st h eo b j e c t i o n(MEXT，2. 1 .R e l i g i o u sc h a r a c t e r s( e . g .t h a n k f u l n e s s ). t i v e so fE n g l i s hc l a s s e si nt h et h r e e y e a rs t u d y. i s c i p l i n e， 2 .S o c i a lc h a r a c t e r s( e . g .h o n e s t y，d. a t] a p a n e s eh i g hs c h o o . l. c o n f i d e n c e，andr e s p o n s i b i l i t y ). t u d e n t sa r ee x A f t e rt h el e a r n i n gp r o c e s s，s. 3 .E n g l i s hc o m m u n i c a t i o na b i l i t i e s. pectedt obea b l et oh o l dc o n v e r s a t i o n sonev. Somee x p e r t st h i n kt h a tt h i scurriculumr e -. erydaymatters.I nmeetingt h i sobjective，. f l e c t st h ebads t a t eo fI n d o n e s i a ns t u d e n t s 'c h a r -. t e a c h e r sa r esupposedt ou s ev a r i o u sc o n t e n t s. a c t e r s .Theyarguet h a ti n s e r t i n gd e t a i l e dr e -. anda c t i v i t i e s .Thes i g n i f i c a n tc h a r a c t e r i s t i c so f. l i g i o u smattersands o c i a lc h a r a c t e r si n t ot h e. t h enewCourseo fStudyi st h a tt h elanguage. c u r r i c u l u mi sane n e r g y w a s t i n ge f f o r tb e c a u s e. a c t i v i t i e sconductedi nc l a s sbyt e a c h e r ss h o u l d. t h egovernmenti t s e l fi sn o ty e tc l e a nfromc o r -. b ep r e s e n t e di nE n g l i s h .. h e r ea r es t i l lmanyi n c i d e n t so f r u p t i o n，andt c h e a t i n gfoundi nt h eNa t i o n a lF i n a lExamina-. 4 . 1. 2 C o n t e n t s. t lOn .. 4 . 1 . 2 . 1 Contentso fE n g l i s hCurriculumf o r. However， with t h i s kind o fs c e p t i c a l tc a nbes a i dt h a tt h i sc u r argumentsi nmind，i. H i g hSchooli nI n d o n e s i a 2 0 1 1 ) mentionedt h a tt h e2004 Fahrurrazy(. r i c u l u mshowst h ehopeandt h ew i l l i n g n e s so f. I n d o n e s i a nE n g l i s hEducationCurriculumwas. t h eI n d o n e s i a ngovernmentt oworkf o rab e t t e r. developedbasedontheDiscourseAnalysis. I n d o n e s i a .. Approachp r o p o s e dbyC e l c e M u r c i ae ta . lT h i s approachp u t sd i c o u r s ecompetencea st h eu l t i -. 4.1.1.2 Objectiveso fJapanese English. E d u c a t i o nC u r r i c u l u m C l o s e l yi nl i n ewitht h eIndonesianEnglish. ss u p p o r t e dbys o c i o c u l t u r a l mateg o a l，whichi competence.l i n g u s i t i ccompetence.a c t i o n a l competence.ands t r a t e g i ccompetence.C o n s e -. EducationCurriculumi ntermso fthecom. h et a r g e to fEnglishcompetenceo f quently，t. t a t e m u n i c a t i v eo b j e c t i v e s，MEXTdocumentss. h i g hs c h o o ls t u d e n t si nI n d o n e s i ai sa na b i l i t yt o. t h a tt h eo v e r a l lo b j e c t i v eo ff o r e i g nlanguage. ，l t r a n s a c t i o n a ，l producev a r i o u si nterpersona. n c l u d i n gE n g l i s h，i s“t o t e a c h i n gi nh i g hs c h o o l s，i. andf u n c t i o n a lt e x ttypes( g e n r e s )，wh i h ca r e. d e v e l o ps t u d e n t s 'p r a c t i c a lcommunicationa b i l i -. e p o r t，r e n a r r a t i v e .d e s c r i p t i o n，procedure，r. su n d e r s t a n d i n gi n f o r m a t i o nandt h e t i e s，sucha. i s c o u n t .newsi t e m .e x p o s i t i o n .e x p l a n a t i o n，d. x p r e s s i n gt h e i r s p e a k e r ' so rw r i t e r ' si n t e n t i o n s，e. p o o f .Ast h e c u s s i o n .review，anecdote.ands. h eu n d e r s t a n d i n go fl a n owni d e a s，deepeningt. 2 0 1 3C urriculumi st h ec o n t i n u a t i o no ft h e2004. o s t e r i n gap o s i t i v ea t t i guageandc u l t u r e，andf. C u r r i c u l u m .i ti sd e v e l o p e di nt h esameway.A. 1 3 7.

(11) PREHANTROP u t h u ta n dI S H I Z U K AH i r o k i Table 3 O b j e c t i v e sofE n g l i s hE d u c a t i oηf o rHighS c h o o l si ηJαpαη ( c i t e dfromMEXT(2009)). C l a s s. O b j e c t i v e p e a k i n g，r e a d i n gandw r i t i n g， T o d e v e l o p s t u d e n t s ' b a s i c a b i l i t i e s s u c h a s l i s t e n i n g，s B a s i cC o m m u n i c a t i o n w h i l e f o s t e r i n g a p o s i t i v e a t t i t u d e t o w a r d c o m m u n i c a t i o n t h r o u g h t h e E n g l i s h l a n E n g l i s h g u a g e . Tod e v e l o ps t u d e n t s 'b a s i ca b i l i t i e ss u c ha sa c c u r a t e l yu n d e r s t a n d i n ga n da p p r o p r i a t e C o m m u n i c a t i o n d e a s，e t c .，w h i l ef o s t e r i n gap o s i t i v ea t t i t u d etowardc o m l yc o n v e y i n gi n f o r m a t i o n，i E n g l i s h1 m u n i c a t i o nt h r o u g ht h eE n g l i s hl a n g u a g e . Tof u r t h e rd e v e l o ps t u d e n t s 'a b i l i t i e ss u c ha sa c c u r a t e l yu n d e r s t a n d i n ganda p p r o p C o m m u n i c a t i o n ，i d e a s ，e t c . ，w h i l e f o s t e r i n g a p o s i t i v e a t t i t u d e t o w a r d r i a t e l y c o n v e y i n g i n f o r m a t i o n E n g l i s hI I c o m m u n i c a t i o nt h r o u g ht h eE n g l i s hl a n g u a g e . Toenhances t u d e n t s 'a b i l i t i e ss u c ha sa c c u r a t e l yu n d e r s t a n d i n ganda p p r o p r i a t e l y C o m m u n i c a t i o n c o n v e y i n gi n f o r m a t i o n，i d e a s，e t c .，ande n a b l ethemt ou s es u c ha b i l i t i e si nt h e i rs o c i a l E n g l i s hI I I l i v e s，w h i l ef o s t e r i n gap o s i t i v ea t t i t u d etowardc o m m u n i c a t i o nt h r o u g ht h eE n g l i s h l a n g u a g e . p i n i o n s，e t c .fromm u l t i p l ep e r s p e c Tod e v e l o ps t u d e n t s 'a b i l i t i e st oe v a l u a t ef a c t s，o E n g l i s hE x p r e s s i o n1 t i v e sa n dc o m m u n i c a t et h r o u g hr e a s o n i n ga n dar a n g eo fe x p r e s s i o n，w h i l ef o s t e r i n ga p o s i t i v ea t t i t u d et o w a r dc o m m u n i c a t i o nt h r o u g ht h eE n g l i s hl a n g u a g e . p i n i o n s，e t c .fromm u l t i p l e Tof u r t h e rd e v e l o ps t u d e n t s 'a b i l i t i e st oe v a l u a t ef a c t s，o E n g l i s hE x p r e s s i o nI I p e r s p e c t i v e sandcommunicatet h r o u g hr e a s o n i n gandar a n g eo fe x p r e s s i o n，w h i l e f o s t e r i n gap o s i t i v ea t t i t u d et o w a r dc o m m u n i c a t i o nt h r o u g ht h eE n g l i s hl a n g u a g e . Tod e v e l o ps t u d e n t s 'a b i l i t i e st oh o l dc o n v e r s a t i o n so ne v e r y d a yt o p i c s，w h i l ef o s t e r i n g E n g l i s hC o n v e r s a t i o n a p o s i t i v ea t t i t u d et o w a r dc o m m u n i c a t i o nt h r o u g ht h eE n g l i s hl a n g u a g e . majord i f f e r e n c ei st h ed i s t r i b u t i o no ft h eg e n -. I ti sa l s o interesting t o note that the. r e si nt h el e a r n i gcontentso ft h ef i r s t，second. documentsp u b l i s h e dbyt h eM i n i s t r yo fN a t i o n -. andt h i r dyearo fhighschoo ，l andt h eexpress. a lEducationdonotsayanythingaboutthe. i o n st ot e a c h .. minimumvocabularyt obecovereda tt h eh i g h. Oneo t h e ri m p o r t a n tc h a r a c t e r i s t i ci st h a tE n -. s c h o o ll e v e . l. g l i s hi sthoughtt obeameansf o rs e l fd e v e l o p ment，knowledgeobtainmen ， t andg l o b a lcom-. 4 . 1 . 2 . 2 Contentso fCourseo fStudyo fEn・. munication.Inotherwords，knowledgeon. g l i s hf o rHighSchooli nJapan. grammar，s o c i a lf u n c t i o n，genericstructures，. Thec o n t e n t so ft h e] a p a n e s eCourseo fStudy. andl i n g u i s t i cf e a t u r e so ft e x ttypesa r ec o n s i -. o fEnglishi n c l u d ethreeaspects，theya r e :1 ). dereda st h emeanst ounderstandt h elanguage. Languagea c t i v i t i e s，2 ) Treatmento ft h el a n -. c o n t e x t s .Eventhought h eminimumgramma-. guagea c t i v i t i e s，3 )Languagee l e m e n t s .Exam-. t i c a lf e a t u r e st obet a u g h ta r ementionedi nt h e. p l e so flanguage-uses i t u a t i o n s，exampleso f. 2 0 1 3Curriculum，grammari t e m sa r eg i v e nl e s s. f u n c t i o n so flanguage，andlanguageelements. a t t e n t i o na sE n g l i s ht e a c h e r sands t u d e n t sp l a c e. ( s e n t e n c ep a t t e r n sandgrammar)t obet a u g h t. moreimportanceonunderstandingthel a n. a r epresentedi nt h el a s tp a r to ft h eg u i d e l i n e .. guagec o n t e x t .I nkeepingwitht h i strend，no. Dealingwitht h elanguagea c t i v i t i e s，i ti smen-. q u e s t i o n sa b o u tgrammaticali t e m sa r efoundi n. t i o n e dt h a tt h elanguagecommunications h o u l d. t h eE n g l i s ht e s to ft h eN a t i o n a lF i n a lExamina-. beconductedu s i n gcommunicativea c t i v i t i e si n. t i o n，o fwhicht h es c o r edetermineswhethera. concretelanguage-uses i t u a t i o n s .Since2 0 1 3，. studentcangraduatefromhighs c h o o lo rnot .. t h elanguagea c t i v i t i e sa r esupposedt obec o n -. TheE n g l i s ht e s tc o n s i s t so f1 5o b j e c t i v eq u e s -. d u c t e da l li nE n g l i s h .. 5o b j e c t i v e t i o n si nt h el i s t e n i n gs e c t i o n，and3 qu e s t i o n si nt h er e a d i n gs e c t i o n .. 1 3 8. I nt h etreatmento flanguagea c t i v i t i e s，t h e r e i sa l s oemphasisontheEnglishpronuciation.

(12) A ComparisonbetweenHighS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aand] a p a n. withduea t t e n t i o nt ob a s i cc h a r a c t e r i s t i c so f. r2 5 0minutesi naweeki n minutesi naweek，o. E n g l i s hsoundsucha srhythmandi n t o n a t i o n，. . l t o t a. andt h eemphasisonp r o n u n c i a t i o ni sc o h e r e n c t. Thisimpactst h ei s s u eo ft e x t b o o k s .ForI n -. w i t ht h ef a c tt h a tt h e r ea r ep r o n u n c i a t i o nq u e s -. donesianhighs c h o o ls t u d e n t s，theyneedone. e t i o n si nt h eu n i v e r s i t ye n t r a n c ee x a m i n a t i o n，b. maintextbookt oguidet h el e a r n i n gprocess，. s i d e si ti si m p o r t a n ti nc o n d u c t i n gad a i l ycom-. buti nJapan，studentsa tl e a s tw i l lhavetwo. m u n i c a t i v el a n g u a g ea c t i v i t i e s .. maintextbooksa stheyhavetwoo rmored i f -. One o f the d i s t i n c t i v e features o f the. f e r e n tE n g l i s hc l a s s e s .. JapaneseEnglisheducationg u i d e l i n ei st h a t a d m i t t i n gt h ei m p o r t a n c eo fs t a n d a r dE n g l i s hi n. 4 . 2 COLTO b s e r v a t i o n. h ec o n s i d e r a t i o ni sa l s og i v e nt ot h e p r i n c i p l e，t. I no r d e rt op r o v i d eab e t t e rviewo fhowEn-. f a c tt h a td i f f e r e n tv a r i e t i e so fE n g l i s ha r eused. g l i s hi staughta tIndonesianhighs c h o o l sand. throughoutt h eworlda smeanso fcommunica. fEnglish Japanesehighs c h o o l s，twovideoso. h e t i o n .Asf o rt h enumbero fv o c a b u l a r yi t e m s，t. c l a s s e swereobservedu s i n gt h eCOLTscheme. minimumnumbero fvocabularyt obeg i v e ni n. proposedbySpadaandF r a h l i c h( 1 9 9 5 ) .This. j u n i o rhighs c h o o li sa l s overyc l e a r l ys t a t e d .. schemec a nshowt h ep e r c e n t a g e so ft h ec a t e g o -. There are 4 0 0 new words t o be given t o. r i z e df e a t u r e so falanguagec l a s si ntermso f. studentsi nCommunicationEnglishI( f i r s t. t h etimespentont h ea c t i v i t i e shavingt h o s e. 0 0newwordsi nCommunicationEny e a r )，7. f e a t u r e s .. 0 0newwordsi n g l i s hI I(secondy e a r )，and7. TheI n d o n e s i a nE n g l i s hc l a s so b s e r v e di nt h i s. CommunicationE n g l i s hI I I( t h i r dyearo fh i g h. s t u d ywasconductedbyM r s .DewiS u s a n t if o r. l )• s c h o o. t h es e c o n dy e a rs t u d e n t so fMAN( I s l a m i cHigh )o fTemanggung，Temanggung，C e n t r a l School. 4 . 1. 3 C l a s sD i s t r i b u t i o n. J avaP r o v i n c e .Thet o t a l l e n g t ho fv i d e oi s3 8 :5 0. I nt h ec u r r i c u l u mo fh i g hs c h o o li nI n d o n e s i a，. minutes.Thisc l a s si sa c t u a l l y1 x 4 5一mlnute. therei sonlyonecoursec a l l e dEnglishLan-. ti sn o tcommont ohavea nE n g l i s hc l a s s c l a s s .I. te x i s t swithoutanyl e v e l so rd i s t i n c g u a g e .I. o f1 x 4 5minutesi nI n d o n e s i a .However，some. t i o n s .ThecompulsoryEnglishc l a s sf o reach. s c h o o l shavet h i sk i n do fc l a s st oa d j u s tt ot h e. l e v e li nt h e2 0 1 3Curriculumi so n l y1l e s s o no f. a v a i l a b i l i t yo ft e a c h e r so ro t h e rc i r c u m s t a n c e s .. tmeansthat，i naweek， 2x 4 5minutes.I. I twasac l a s sd i s c u s s i n gt h eu s eo ff u n c t i o n a l. s t u d e n t sw i l lo n l yhaveoneE n g l i s hc l a s sf o ra. expressionso fGivingandRespondingt o. fastudentt a k e st h ee l e c t o t a lo f9 0m i n u t e s .I. Advice.Theobservedc l a s si nt h i sstudyhas. i l lhave 3more t i v eEnglishc l a s s，s/hew. commonf e a t u r e st h a tcana l s obes e e na tmany. ra d d i t i o n a l1 3 5m i n u t e s . p e r i o d s，o. I n d o n e s i a nh i g hs c h o o l s .I n d o n e s i a ns c h o o l sa r e. thighs c h o o li nJapan，i none Meanwhile，a. n o tw e l ls t a n d a r d i z e di ntermo fb u i l d i n g sand. ，l s t u d e n t sw i l lhavetwoo rmores p e c i f i e d l e v e. f a c i l i t i e s .Therei sab i ggapbetweenthef a -. h ef i r s ty e a rs t u d e n t swiU c l a s s e s .Forexample，t. s u a l l yl o c a t e da tt h ec e n t e ro f voreds c h o o l s，u. havec l a s s e so fB a s i cCommunicationE n g l i s h，. h es c h o o l si nr u r a la r e a s .T h i sim t h ec i t y，andt. CommunicationE n g l i s h， I andE n g l i s hE x p r e s s -. pactsthea v a i l a b i l i t yo rp o s s i b i l i t yo fusing. .I nt o t a ， l theyw i l lhave5c l a s s e so f5 0 i o n1. mediai nac l a s s .P r i v a t es c h o o l sa r ec e r t a i n l yi n. 1 3 9.

(13) PREHANTROP u t h u ta n dI S H I Z U K AH i r o k i 妊e r e n ts i t u a t i o n .Witht h e i ra b u n d a n tr e s o u r c e s ， ad i. ntheobservedI n Asi sshowni nTable4，i. t h e yC a nf a c i l i t a t et h e i rt e a c h i n g l e a r n i n gp r o c e s s. donesianhighschoolEnglishc l a s s，noaudio. b e t t e r .. m a t e r i a l swereused( 0 . 0 % ) .Becauset h eu s eo f. TheJ apaneseEnglishc l a s s0bservedi nt h i s. magneticboardi snotyetcommona tpub l i c. studywasconductedbyamodelteacherf o r. s c h o o l si nIndonesia，t h ev i s u a lm a t e r i a l swere. thesecondyearstudentso fChigusaHigh. presentedmostlybyLCDp r o j e c t o r( 10.0%).A. Schooli nA i c h iP e r f e c t u r e .Thet o t a l l e n g t ho f. textbook waS u t i l i z e di nc l a s s，but since. videoi s4 3 :2 9minutes.Thisc l a s s，whichwaS. t e a c h e r sa r eencouragedt oU S emores o u r C e St o. d i s c u s s i n gt h ei d e ao f‘ C o l o n i z i n gMars'，was1. broadent h e i rd i s c u s s i o n .theuseo fthet e x t -. x45-minuteo fEnglishCommunicationI Ic l a s s. booki nt h i sobservedc l a s swaslow(16.0%に. f o rt h esecondyears t u d e n t s .Thisi sarecom-. I nthe0bservedEnglishc l a s so faJ apanese. mended，modelc l a s spublicizedbyMEXTi n. highschool，audiomaterialsabouttheALT s '. ordert opromotet h eMEXT'sp r o j e c to fcom. o p i n i o nonc o l o n i z i n gMarswereused( 4 . 1 % ) .. m u n i c a t i v eE n g l i s hc l a s s e s .J apaneses c h o o l sa r e. ThemagneticboardwaSw e l lusedi nt h i sc l a s s. well-knownf o rt h e i rs t a n d a r d i z e db u i l d i n g sand. s ot h a tt h ev i s u a lm a t e r i a l swerepresentedon. f a c i l i t i e s .Thisi m p a c t st h ea v a i l a b i l i t yandp o s s i -. paper(24.2%にBecauset h et o p i cdiscussedi n. s u a l l yi nsucha b i l i t yo fu s i n gmediai nac l a s s，u. t h i sc l a s swaso fas c i e n t i f i cmatter，thet e x t -. waythatteachersCanconductt h e i rc l a s s e s. bookwaSu t i l i z e da tarelativelyhighrate. moree f f i c i e n t l y .. ( 3 7 . 1 % ).. T a b l e4 R e s u l to l O b s e r v a t i o no ni l ゐt e r i a l s MATERIALS TYPE. SOURCE. MinimumText E x t e n d e dText A u d i o V i s u a l L2-NNS L2NS Ls-NSA S t u d e n t m a d e. INDONESIA 10.3% 0.0% 0.0% 10.0% 16.0% 0.0% 0.0% 0.0%. ， JAPANESE. 33.6% 2.7% 4.1% 24.2% 37.1% 0.0% 0.0% 0.0%. N o t e :Then u m b e r sr e p r e s e n tt h er a t eo ft i m es p e n to nt h ea c t i v i t e sh a v i n gt h ei n d i v i d u a lf e a t u r e so u to ft h et o t a lc l a s st i m e . T a b l e5 R e s u l to l O b s e r 官α t i o n0ηPαr t i c i p a n tOrg α ，n i z a t i o n. PARTICIP ANTORGANIZATION T e a c h e r< : = 争S t u d e n t / C l a s s CLASS S t u d e n t仲 S t u d e n t l C l a s s C h o r a l SameTask GROUP D i f f e r e n tTask SameTask INDIVIDUAL D i f f e r e n tTask. 1 4 0. INDONESIAN 6l .0% 10.3% 5.0% 4.8% 0.0% 0.0% 0.0%. JAPANESE 65.7% 23.7% 0.0% 10.0% 0.0% 0.0% 0.0%.

(14) AC o m p a r i s o nb e t w e e nH i g hS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aa n d] a p a n AsT a b l e5s h o w s .i n t e r a c t i o ni nt h eo b s e r v e d. Theyseekt oencouragestudentst obehave. I n d o n e s i a nh i g hs c h o o lE n g l i s hc l a s swasm o s t l y. w e l ln o to n l yi nE n g l i s hc l a s sbuta l s oi nt h e i r. .0 %)and donei nteacher-centereds t y l e( 61. tcanbes a i dt h a ttheteacher d a i l yl i v e s .I. s t u d e n t st o o kt h ei n i t i a t i v ei no n l yal i t t l ep a r t. observedi nt h i svideowasagoodteacheri n. nt h i sc l a s s o ft h ec l a s s( 1 0 . 3 %にTheteacheri. t h a ts h ewasa b l et omanaget h ec l a s sw i t ho n l y. a l s ousedd r i l l sonwordso re x p r e s s i o n si nc h o -. 2.4%o ft h ec l a s st i m es p e n tond i s c i p l i n e .The. r u s( 5 . 0 % ) .whereasgroupt a s k swhiche n c o u r -. t o t a lr a t eo fManagementandO t h e rT o p i c swas. a g ecommunicatives t u d e n t s t u d e n ti n t e r a c t i o n. a t eo fLanguagewas 64.2%，whereasther. werea l s ousedi nd e l i v e r i n gc l a s s( 4 . 8 % ) .I n -. 1 2 . 7 % .. t e r a c t i o ni nt h eobservedJ apaneseh i g hs c h o o l. I nt h eo b s e r v e dJ a p a n e s eh i g hs c h o o lE n g l i s h. English c l a s s was a l s o done mostly i n. h et e a c h e r ' si n s t r u c t i o nm o s t l yd e a l tw i t h c l a s s，t. teacher-centereds t y l e( 6 5 . 7 % ) .buti nt h i s. p r o c e d u r a lc o n t e n t( 2 3 . 1 % ) .Theamounto fd i s -. observedc l a s s，studentsweregivenmore. c i p l i n ewast o os m a l lt on o t i c e .Thet o t a lr a t eo f. o p p o r t u n i t i e st oi n t e r a c tw i t heacho t h e ri nt h e. f o rManagementandOtherTopicswas82.6%，. c l a s s( 2 3 . 7 % ) .Theamounto fc h o r a la c t i v i t i e s. whereast h er a t eo fLanguagewas7 . 5 % .I tcan. r o u pt a s k swhicht r i e d wasv e r ys m a l l，whereasg. bes a i dt h a tt h eobservedt e a c h e ri nt h i sv i d e o. t oencouragecommunicatives t u d e n t s t u d e n t. wasagoodt e a c h e rbecauseshesucceededi n. i n t e r a c t i o no c c u r e da tt h er a t eo f1 0 . 0 % .. g i v i n ge q u a lo p p o r t u n i e sf o rh e rs t u d e n t si nt h e. Table6showst h a ti nt h eobservedE n g l i s h. o v e r a l la c t i v i t i e s .Eventhought h et o p i cwas. ，l t e a c h e r ' si n c l a s so fIndonesianhighschoo. h ed i s c u s s i o nt o o kadvantage h i g h l ys c i e n t i f i c，t. s t r u c t i o nmostlyd e a l tw i t hp r o c e d u r a lc o n t e n t. o fs t u d e n t s 'p r e v i o u sknowledgeo fE a r t h .Asi s. ( 2 0 . 3 % ) .A s m a l lpercentageo fd i s c i p l i n ewas. ，m osto ft h ec o n t e n ti nt h e p r e s e n t e di nT a b l e7. observed( 2 . 4 % ) .I n d o n e s i a nt e a c h e r si nt h e i r. observedI n d o n e s i a nh i g hs c h o o lE n g l i s hc l a s s. c l a s s e s routinely pay much attention t o. was guided by the teacher/text ( 5 5 . 3 % ) .. e h a v i o r s，andp e r s o n a l i t y . s t u d e n t s 'm o t i v a t i o n，b. ti snotuncommoni nIndonesian However，i. CONTENT M a n a g e L a n g u a g e. O t h e rt o p i c s. Table 6. R e s u l to l O b s e r vαt i o no nCoηt e n t. P r o c e d u r e D i s c i p l i n e Form F u n c t i o n D i s c o u r s e S o c i o l i n g u i s t i c Narrow B r o a d. INDONESIAN 2 0 . 3 % 2.4% 4.6% 8.1% 0.0% 0.0% 3 3 . 7 % 7 . 8 %. Table 7. CONTENTCONTROL T e a c h e r / T e x t ノ T e x t / S t u d e n t S t u d e n t S t u d e n t. .JAPANESE 2 3 . 1 % 0.0% 3.5% 3.5% 0.0% 0.0% 2 4 . 2 % 3 5 . 3 %. R e s u l to l O b s e r v a t i o no nC o n t e n tC o n t γ0 1 INDONESIAN 5 5 . 3 % 0 . 0 % 5 . 6 %. JAPANESE 5 8 . 6 % 1 .1% 1 0.0%. 1 4 1.

(15) PREHANTROP u t h u ta n dI S H I Z U K AH i r o k i e s u l to l O b s e r v a t i o no nS t u d e n tM o d a l i か T a b l e8 R. STUDENTMODALITY L i s t e n i n g S p e a k i n g R e a d i n g W r i t i n g O t h e r s( I n d o n e s i a n .J a v a n e s e ). INDONESIAN 6 9 . 4 % 1 0 . 3 % 4.8% 0 . 0 % 6 . 5 %. JAPANESE 6 5 . 7 % 1 0 . 0 % 7.1% 0.0% 1 . 3 %. s c h o o 1 st h a to t h e rs t u d e n t sandt e a c h e r sw i l li n. Text/Studentc ontentc o n t r o 1wasr e 1 a t i v e 1 y. t e r u p tt h ec l a s sf o rsomee x t r a c u r r i c u 1 a rr e a s o n .. high( 1 1 . 1 % ) .The1anguages k i l lwhichwas. I ntheobservedvideo，thereappearedtwo. mostfocusedonwas1 i s t e n i n gs k i l l( 6 5 . 7 % ) .. s t u d e n t so ft h eS t u d e n t s 'Boardc o l l e c t i n gt h e. Speakingandreadingwerea1 i t t 1 efocused. week1yc h a r i t yf o rt h em o s q u e .Ast h e ywerei n. ( 10.0%and7 . 1 % .Respective1y)o n .Asi ti sa. h e yhadt og i v et h e i ra d d r e s s anE n g 1 i s hc l a s s，t. mode1c l a s si ncampaigningt h ea l l i n E n g 1 i s h. i nEng1ish( 5 . 6 % ) .Somes c h o o 1 sandEnglish. h euseo fJapanesebyt h eteacherwas c l a s s，t. t e a c h e r sa p p 1 yt h i st e c h i n i q u et oencouraget h e. 1. 3 % ) .However，studentsused very1 i t l t e(. u s eo fE n g 1 i s hamongt h es t u d e n t si nd a i 1 ya c t i -. J a p a n e s ewhenc o m p 1 e t i n gt h e i rgroupw o r k .. v l t t e s . The1anguages k i l lwhichwasfocusedon. 5. DISCUSSION. morei ntheobservedIndonesianc l a s swas 1 i s t e n i n gs k i l l( 6 9 . 4 % )a si ti sshowni nT a b 1 e8 .. T h i ss t u d yi sc o n d u c t e dt oanswert h ef o l l o w -. Despitethei n t e n tt ohaveana l l i n E n g 1 i s h. ingtwoq u e s t i o n s .Thef i r s tquestionwas，. h euseo fI n d o n e s i a nands t u d e n t s '1 0 c a 1 c l a s s，t. “ Whatd i f f e r e n c e sa r et h e r ei nt h eN a t i o n a 1E n -. 1anguageswasfoundi nt h ec l a s s( 6 . 5 % ) .This. g l i s hCurricu1umsf o rh i g hs c h o o 1 si nI n d o n e s i a. s i t u a t i o nhasbeenimproveda1 0 tcomparedt o. “B asedon andJapan?"Thesecondonewas，. ，t h o u g h . t h eE n g 1 i s hc l a s s e sb e f o r e2 0 1 0. COLT observation.whatarethed i f f e r e n t. I nt h eI n d o n e s i a nv i d e o .t h e r ewasa 1 s oau n i q u ef e a t u r ecommon1yf o u n di nt h eE n g 1 i s hc l a s s e s .. f e a t u r e so fc l a s sa c t i v i t i e si nI n d o n e s i aandi n J a p a n ? ". I t was the use o fa1 0 c a 1 1anguage when studentsweredoingt h e i rgroupwork，even thought h et e a c h e r ' s1 a n g u a g eandt h em a t e r i a 1 s werei nI n d o n e s i a n .Aswase x p 1 a i n e de a r l i e r，. 5 . 1 D i f f e r e n c e so fN a t i o n a lE n g l i s hC u r r i c u l l u m f o rH i g hS c h o o l si nI n d o n e s i aandJapan IndonesianNationa1Eng1ishCurricu1um，. Indonesiani sn o tt h emothertonguef o rmost. t h r o u g hi t sCoreCompetenceandB a s i cCompe. h e r e f o r etheyp r e f e r I n d o n e s i a nc h i 1 d r e n，andt. r i e st oi n t e g r a t er e 1 i g i o u sc h a r a c t e r i s t i c s， t e n c e，t. t od i s c u s st o p i c so rdos c h o o 1assignmentsi n. s o c i a 1c h a r a c t e r i s t i c s，andE n g 1 i s hc o m m u n i c a t i o n. v a n e s e )， t h e i r10ca11anguage( i nt h i sstudy，Ja. a b i 1 i t i e s .I n d o n e s i ai sn e i t h e rar e 1 i g i o n b a s e d. andthenpresentthemi nIndonesianbothi n. u tI n d o n e s i a c o u n t r yn o ras e c u 1 a r i s tc o u n t r y，b. w r i t t e nando r a 1f o r m .. t r i e st od e f i n ei t s e l fa sar e 1 i g i o u scountry.. I nt h eo b s e r v e dJ a p a n e s eh i g hs c h o o 1E n g 1 i s h. Therea r es i xacknow1edgedr e 1 i g i o n sa10ng. fthecontentwasguidedby c l a s s，mosto. withhundredso f1 0 c a 1b e 1 i e f s，andthegov-. Teacher/Text( 5 8 . 6 % ) .However，Studentl. ernmenth a st h er e s p o n s i b i 1 i t yt op r e s e r v et h i s. 1 4 2.

(16) A ComparisonbetweenHighS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aand] a p a n. s t a t e .Oneo ft h ewaysi sthroughf o r m a ls c h o o l. s t a t e d .. e d u c a t i o n .D e s p i t emanyd i f f i c u l t i e si na p p l y i n g. nt h et r e a t m e n to fl a n g u a g ea c t i v i I nJapan，i. f f o r t sa r er e t h i so b j e c t i v et oEnglishc l a s s，e. h e r ei semphasisonE n g l i s hp r o n u c i a t i o n . t i e s，t. q u i r e dt ob em a d e .. I ti sc l o s e l yr e l a t e dt ot h ef a c tt h a tt h e r ea r e. Theo b j e c t i v e sd e a l i n gw i t ht h es o c i a lc h a r a c -. pronunciatonitemsi nt h el i s t e n i n gs e c t i o ni n. t e r i s t i c sarec l e a r l ystatedi ntheg u i d e l i n e .. t h eE n g l i s ht e s to fu n i v e r s i t ye n t r a n c ee x a m i n a -. Therea r emanyi t e m sr e l a t e dt os o c i a lc h a r a c -. t i o n s .Thenumbero fv o c a b u l a r yt obeg i v e ni s. t e rt obei n c l u d e di nt h el e s s o np l a nandt obe. ti sa l s oad i s t i n c t i v ef e a t u r eo f c l e a r l ys t a t e d .I. s o u' lo ft h ea c t i v i t i e s，s u c ha sh o n e s t y，d i s c i t h e‘. theJapaneseEnglisheducationthateven. e s p o n s i b i l i t y .I tmay p l i n e，confidence，andr. thought h eimportancef o rs t a n d a r dE n g l i s hi s. answerwhyI n d o n e s i a nt e a c h e r su s u a l l yt a k e. o n s i d e r a t i o ni sa l s og i v e nt ot h e c l e a r l ys t a t e d，c. someamounto ft h e i rt e a c h i n gt i m et oe n c o u r -. f a c tt h a td i f f e r e n tv a r i e t i e so fE n g l i s ha r eused. aget h e i rstudentsbyt e l l i n gas t o r y，having. throughoutt h eworlda smeanso fcommunica. c o l d i n gt h es t u d e n t s . f r e ed i s c u s s i o n，andevens. t lOn .. Thes u p p o r t i n genviromentf o rt h i si st h a tI n -. Otherd i f f e r e n c e sbetweenIndonesianand. donesianEnglishc l a s si smostlydonei n9 0. J a p a n e s eh i g hs c h o o lE n g l i s he d u c a t i o ni n v l o v e. ti sal o n gp e r i o do fstudy，s ot a l k i n g m i n u t e s .I. thet o t a lamounto fEnglishc l a s s e sandthe. a b o u ts o c i a lm a t t e r so f t e nbecomesameaning-. numbero ft e x t b o o k su s e di nc l a s sa smentioned. m . f u lwayt oa v o i db o r e d o. a b o v e .. Ont h eo t h e rhand，t h eJ a p a n e s eN a t i o n a lE n g l i s hCurriculumd o e sn o tc l e a r l ys t a t eanyr e -. 5 . 2 D i f f e r e n tFeatureso fClassA c t i v i t i e si n. quirementsf o rr e l i g i o u sc h a r a c t e r i s t i c sands o -. I n d o n e s i aandi nJapan8asedonCOLT. c i a lc h a r a c t e r i s t i c sa st h eI n d o n e s i a nN a t i o n a l. Accordingt ot h er e s u l t so fCOLT o b s e r v a -. E n g l i s hC u r r i c u l u md o e s .Thet e a c h i n go fs o c i a l. l a s s e si nIndonesianhigh t i o n，theEnglishc. c h a r a c t e ri sn o tconducteda sap a r to fs u b j e c t. s c h o o l sandJ apanesehighs c h o o l scanbes a i d. ti saddressedi nt h ep e r i o d so fI n c l a s s e s，buti. t obet e a c h e r c e n t e r e d .Teacherstookmore. o r a l i t y，S p e c i a lA c t i v i t i e s，and t e g r a t e dStudy，M. than60%o ft h ec l a s stimet od e l i v e rt h e i rl e s -. ss p o r t s througha c t i v i t i e souto fc l a s s，sucha. i s t e n i n gs k i l lwasmosto f t e nd e a l t sons，andl. u s i cc l u b s，c u l t u r ec l u b s，e t c . c l u b s，m. w i t hi nc l a s s .. Thec o n t e n t so fE n g l i s hc u r r i c u l u mi nI n d o n e -. h eJ a p a n e s eE n I ntermso ft e a c h i n gmedia，t. s i aaredevelopedbasedontheDiscourse. g l i s hc l a s st e n d st ou t i l i z emoremediat h a nt h e. A n a l y s i sApproach.M a t e r i a l sa r ed e v e l o p e dby. ti sh i g h l yr e l a t e dt o I n d o n e s i a nE n g l i s hc l a s s .I. f u n c t i o n a lt e x tt y p e s( g e n r e s )a l o n gwithnew. t h ef a c i l i t i e sprovidedbys c h o o l sandt h eg o v -. e x p r e s s i o n s .Duet othef a c tt h a ttherei sno. twasa l s oobservedt h a tt h eI n d o n e ernment .I. q u e s t i o naboutgrammaticalitemsi nt h eEn-. s i a nEnglishteachertalkedl e s sthanthe. g l i s ht e s to fNa t i o n a lFinalExamination，. JapaneseEnglishteacheri nc l a s s .I nt h i s. teachersandstudentspayl e s sa t t e n t i o nt o. h et e a c h e r observedI n d o n e s i a nE n g l i s hc l a s s，t. grammar.Aboutt h ev o c a b u l a r yt obea c q u i r e d. ， 15 0wordsduringt h e spokeapproximately2. ，l byt h es t u d e n t sd u r i n gt h es t u d yi nh i g hs c h o o. h e c l a s s( o r5 5wordsperminute)，whereast. therei snof i x e dminimumnumbero fwords. JapaneseE n g l i s ht e a c h e rs a i dapproximately. 1 4 3.

(17) PREHANTROP u t h u tandISHIZUKAH i r o k i. 3 . 4 0 0wordsduringthec l a s s( o rabout7 9. g l i s hc l a s s e s，w h i l et h ed i f f e r e n tf e a t u r ei nt h e. wordsperm i n u t e ) .AsEnglishc l a s s e si nI n. twoo b s e r v e dc l a s s e swasf o u n di nt h ed i s c i p l i n e. h i sl o n gp e r i o dmay d o n e s i al a s tf o r9 0m i n u t e s，t. c o n t e n t .IndonesianE n g l i s ht e a c h e r ss e et h a t. a f f e c ts t u d e n t sandt e a c h e r s 'energyanda b i l i t y. schooli stheonlyplacethestudentslearn. t op e r f o r mi nc l a s sa c t i v i t i e s .. normsandv a l u e sf o rt h e i rl i f es ot h a tt h e yneed. l a s s e s I ntheseobservedc l a s s e s，bothc. n o to n l yt oencouragebutt osometimess c o l d. showedap r o p e n s i t i v i t yf o rcommunicativeE n -. tcomes t h e i rstudentsi fi ti sr e a l l yneeded.I. h e g l i s h .Fromt h er e s u l t so ft h eo b s e r v a t i o n，t. fromc h a r a c t e rb u i l d i n gp o l i c yo ft h e2 0 1 3En-. t o t a lpercentageo fManagementandOther. m . g l i s hC u r r i c u l u. Topicsusedi nc l a s so ftheIndonesianhigh. J a p a n e s eE n g l i s hc l a s sh a smoreo p p o r t u n i t i e s. s c h o o lwas64.2%andt h a to ft h eJ a p a n e s eh i g h. t ousem a t e r i a l spreparedbyan a t i v espeaker. h eEns c h o o lwas8 2 . 6 % .Ont h eo t h e rhand，t. duet ot h ef a c tt h a tJapanesegovernmenthas. g l i s hc l a s so fI n d o n e s i a nh i g hs c h o o lt e n d st obe. t h eJETprogramf o rp u b l i cs c h o o l s .Therea r e. morei nform-focused( L a n g u a g e :1 2 . 7 % )com-. a l s omanyexchanges t u d e n t swhoa r eE n g l i s h. pared t o that o f Japanese high school. n a t i v es p e a k e r s .Evenwhentheya r en o tEn-. ( L a n g u a g e :7 . 5 % ) .. g l i s hn a t i v espeakers，theyhaveagoodcom-. Student-studenti n t e r a c t i o ni sc o n s i d e r a b l y. h e r ei snosuch mando fE n g l i s h .I nI n d o n e s i a，t. loweri nt h eI n d o n e s i a nE n g l i s hc l a s s .andt h a t. JETprogramrunbytheIndonesiangov-. o ft h eJ a p a n e s eE n g l i s hc l a s si sh i g h e r .J a p a n e s e. .Theu s eo fal o c a l l a n g u a g ei sacomernment. t e a c h e r st r yt ousemoregroupworki nt h e i r. monf e a t u r ei nI n d o n e s i a nclassrooms e t t i n g s. nt h eI n d o n e s i a ns i t u a t i o n .i t c l a s s e s .However，i. Studentssometimesf i n di td i f f i c u l tt ounder-. i scommont ohaveEnglishi n t e r a c t i o n swith. standthemeaningso fsomeEnglishwords. p e o p l efromo u t s i d eo ft h ec l a s s .Forexample，. s i n c eE n g l i s h I n d o n e s i a nd i c t i o n a r i e so c c a s i o n a l -. anArtst e a c h e rmayi n t e r r u p tanE n g l i s hc l a s s. l yd on o th e l pthemv e r ymuch.. because he o rshe wishest os e l e c tsome ra studentst obememberso fs c h o o lc h o i r，o v i c eheadmastero fs t u d e n t s 'a f f a i r smayg i v ea n. 6 . CONCLUSION. announcementa b o u tanup-comingbadminton. Despitet h es i m i l a r i t yaboutt h ep o s i t i o no f. h o s eteachers c o m p e t i t i o n .I nt h i ss i t u a t i o n，t. E n g l i s hi nbothc o u n t r i e s，IndonesianE n g l i s h. o f t e nu s eE n g l i s hp h r a s e st od e l i v e rt h e i rmes-. e d u c a t i o nandJ a p a n e s eE n g l i s he d u c a t i o nhave. saget h a tstudentso f t e nc o n s i d e rf u n .I nt h i s. somed i f f e r e n c e s .Fourr e a s o n scanb eg i v e nt o. h e r ewere observedI n d o n e s i a nE n g l i s hc l a s s，t. t h e s ed i f f e r e n c e s .. studentso fS t u d e n t s 'Boardwhod e l i v e r e da. F i r s ti sthes o c i a ls i t u a t i o n .Indonesiai sa. speech i nE n g l i s h .I n many other cases，. m u l t i e t h n i cc o u n t r yw i t hmoret h a nhundreds. t e a c h e r so fo t h e rs u b j e c t swhohaveana b i l i t y. e a c h i n gE n g l i s ha sa o fl a n g u a g e s .Therefore，t. t ospeakEnglishw i l ltryt od e l i v e rt h e i r. f o r e i g nlanguagei nIndonesiaw i l lu s u a l l yi n -. announcementsi nE n g l i s hi nanE n g l i s hc l a s s. v o l v et h eu s eo ft h r e el a n g u a g e s .Therea r en o t. t whicht h e yi n t e r r u p.. manyEnglishn a t i v espeakersr e s i d i n gi nI n -. Theproceduralc o n t e n t swerehighbothi n. d o n e s i a .Japan，ontheotherhand，hasmore. IndonesianEnglishc l a s s e sandJapaneseEn-. o p p o r t u n i t i e st oc r e a t ei n t e r a c t i o nbetween. 1 4 4.

(18) A ComparisonbetweenHighS c h o o lE n g l i s hE d u c a t i o ni nl n d o n e s i aand] a p a n. s t u d e n t sandE n g l i s hspeakingp e o p l ebecause. aminationwhichdetermineswhethero rnot. t h e r ea r ef o r e i g nn a t i o n a l sworkingi nJ apana s. theycangraduatefromhighschoo. lOuto fa. ALTs.. h e r ei sn o tas i n g l egramt o t a lo f5 0q u e s t i o n s，t. S e c o n d .t h eo b j e c t i v e so ft h eE n g l i s he d u c a -. m a t i c a li t e mfoundi nt h eE n g l i s he x a m i n a t i o n .. t i o ncurriculuma r ed i f f e r e nt .TheIndonesian. ta f f e c t st h ewayt e a c h e r sand Consequently，i. governmentt r i e st opreserve ar e l i g i o u s. studentst r e a tgrammaticalitemsi nt h e i r. o r i e n t a t i o nandt oe n c o u r a g et h es t u d e n t s 'c h a r -. ti sveryd i f f e r e n t t e a c h i n g l e a r n i n gp r o c e s s .I. a c t e rb u i l d i n gbyi n s e r t i n gsuchv a l u e si n t ot h e. fromt h eJapaneseu n iv e r s it yent r a n c eexam. CoreCompetenceandt h eB a s i cCompetenceo f. s y s t e m .With2 2q u e s t i o n saboutgrammatical. E n g l i s hc l a s s r o o ma c t i v i t i e s .I nf a ct .t h i si sone. ， t s t r u c t u r e sandmanyr e a d i n gt e x t si nt h et e s. o ft h emajorproblemst h a tIndonesiane d u c a -. s t u d e n t st e n dt of o c u st h e m s e l v e songrammar. apan，which t i o nf a c e sn o w .Ont h eo t h e rhand，J. d i s c u s s i o nandr e a d i n ga c t i v i t i e s .. i swell-knownf o ri t sp e o p l e ' suniquec u l t u r e. Therearesomel i m i t a t i o n st ot h i sstudy.. o e sn o tc l e a r l ys t a t ec u l t u r a l andc h a r a c t e r s，d. .thetwoobservedclassesarequited i f F i r st. andcharactera s p e c t si ni t so b j e c t i v e so fEn-. f e r e n t .TheI n d o n e s i a nE n g l i s hc l a s sobserved. g l i s he d u c a t i o n .Thec h a r a c t e rb u i l d i n gi sdone. i nt h i ss t u d ywasat y p i c a lE n g l i s hc l a s s e sc o n -. moree f f e c t i v e l yo u to fc l a s sthroughsucha c t i -. d u c t e dbya nI n d o n e s i a nt e a c h e r .Thec l a s swas. v i t i e sa ss t u d e n t s 'c l u ba c t i v i t i e s .. recordedwithoutanyconfirmationbythe. Thirdi sthed i f f e r e n ts c h o o lf a c i l i t i e sand. teachers ot h a tt h eteacherandt h estudents. programsprovidedbythegoverment.The. weredoingthingsa susual .I ncontrast，the. a v a i l a b i l i t yo fs c h o o lf a c i l i t i e si su n d e n i a b l yad e -. J a p a n e s eE n g l i s hc l a s sobservedwasas e l e c t e d. terminingf a c t o ri nencouragingteachers'. Englishc l a s sthati srecommendedandd e -. c r e a t i v i t yanda b i l i t i e st op r o v i d es t u d e n t smore. v e l o p t e dbyMEXTt obeamodelf o rt h ecam-. e n j o y a b l el e a r n i n gp r o c e s s e s .TheJ a p a n e s egov. p a i g no fcommunicativeE n g l i s hc l a s s e s .Tog a i n. ernmentrunsimportantsupportingn a t i o n a l. u r t h e rstudyu t i l i z i n g ab e t t e rcomparison，af. p r o g r a m s .Oneexamplei st h eJETprogramf o r. twoi d e n t i c a lc l a s s e so ftwoi d e n t i c a ls c h o o l si n. f o r e i g nn a t i o n a l swhot e a c hE n g l i s ha tJ a p a n e s e. I n d o n e s i aandJ a p a nn e e d st ob ec o n d u c t e d .. i s t e r c i t yp r o g p u b l i cs c h o o l s .Also，throughs. Thes e c o n dl i m i t a t i o ni st h ed u r a t i o no fc l a s s .. f f o r t sa r emadet ob u i l d ramsa l loverJapan，e. TheI n d o n e s i a nE n g l i s hc l a s sobservedi nt h i s. strongr e l a t i o n s h i p swithc i t ygovermentsi n. s t u d ywasal x 4 5minutec l a s s .I nf a c tt h ecom-. f o r e i g nc o u n t r i e s .S i s t e r c i t yprogramsu s u a l l y. mond u r a t i o ni noneE n g l i s hc l a s si nI n d o n e s i a. includeanexchangeprogramwhichgives. ti si m p o r i s2 x 4 5m i n u t e s .I nf u r t h e rs t u d i e s，i. studentsmorechancesf o ri n t e r a c t i o ni nEn-. t a n tt ot a k ei n t oa c c o u n tt h ed i f f e r e n c eo fd u r a -. h e r ea r enosuchprograms， g l i s h .I nI n d o n e s i a，t. tw i l lbeimportantt oc o n s i d e rab e t t e r t i o n .I. andexchangeprogramsa r emostlya d m i n i s -. method t o compare the r e s u l t so fCOLT. t e r e df o ru n i v e r s i t ys t u d e n t s .. o b s e r v a t i o no ftwoc l a s s e sw i t hd i f f e r e n tl e n g t h .. r ed i f f e r e n tsystemso fe x Fourth，therea. h i sstudyobservedo n l yoneI n I na d d i t i o n，t. a m i n a t i o nf o rt h i r dy e a rh i g hs c h o o ls t u d e n t s .I n. donesianEnglishc l a s sandoneJapaneseEn. h emostc r i t i c a lexaminationf o r Indonesia，t. g l i s hc l a s s .A f u r t h e rstudyobservingmany. t h i r dyearstudentsi st h eN a t i o n a lF i n a lEx-. moreI n d o n e s i a nandJ apaneseE n g l i s hc l a s s e s. 1 4 5.

(19) PREHANTROP u t h u ta n dISHIZUKAH i r o k i needstobeconductedtogainabetterunderstandingo fEnglisheducationi nbothc o u n t r i e s .. Q u a r t e r( 9 )，1 9 0 2 0 0 . S p a d a .N . .& F r o h l i c h ，M .( 1 9 9 5 ) .C ο' LT-C o m m u n i c a t i v e. o r i e n t a t i o n01l a n g u a g et e a c h i n go b s e r v a t i o ns c h e m e : Codingc o n v e n t i o n sanda . ρl i c a t i o n s .N a t i o n a lCentre REFERENCES 19 8 3 ) .ThecomA l l e n .P .F r o h l i c h .M . .& Spada.N .(. f o rE n g l i s hLanguageTeachingandR e s e a r c h .Mac q u a r i eU n i v e r s i t y . S p a d a .N . .& L y s t e r .R .( 19 9 7 ) .Approachest oobserva. municativeo r i e n t a t i o no flanguaget e a c h i n g :An. t i o ni nc l a s s r o o mr e s e a r c h :M a c r o s c o p i candm i c r o s c o -. o b s e r v a t i o nscheme.I n] .Handscombe.R .A .Oream.. p i cviewso fL2c l a s s r o o m s .TESOLQ u a r t e r l y ，31( 4 )，. nT e s o l ，83，2 3 1 2 5 2 . &B .P .T a y l o r( E d s . ) .o BadanPusatS t a t i s t i kRepublikI n d o n e s i a .( 2 0 1 0 ) .P e n -. 7 8 7 7 9 5 . Yembise，Yohana.S .( 2 0 1 1 ) .L i n g u i s t i candc u l t u r a l. e t r i e v e dfrom dudukI n d o n e s i a .R. v a r i a t i o n sa sb a r r i e r st ot h eTEFLs e t t i n g si nP a p u a .. h t t p : / / w w w . b p s . g o i . d / t a b _ s u b / v i e w . p h p ? k a t ニl & t a b e l. TEFLINJ o u r n a l ，1 8 ( 2 )，2 0 1 2 2 5 .. =l & d a f t a r =l&id_subyek=12&notab=1 C o u n c i lo fL o c a lA u t h o r i t e sf o rI n t e r n a t i o n a lR e l a t i o n s . ( 2 0 1 4 ) .The]apanexchangeandt e a c h i n gprogram. G e n e r a li n l o r m a t i o nh a n d b o ok .R e t r i e v e df r o m : h t t p : / / w w w . j e t p r o g r a m m e . o r g / E t h n o l o g u e .( 2 0 1 4 ) .L anguages01t h eW o r l d .Retrieved from. h t t p : / / w w w . e t h n o l o g u e . c o m / c o u n t r yI ] PI l a n g u a g e s Fachrurrazy.( 2 0 1 1 ) .Tω c h i n gE n g l i s ha sl u r e i g nl a n -. guagelort e a c h e r si nI n d o n e s i a .Malang:S t a t eUni v e r s i t yo fMalangP r e s s . 19 6 7 ) .I n d o n e s i a nc u l t u r e sandc o r n r n u n i t i e s .I n G e e r t z .H .(. R .McVey( e d . )I n d o n e s i a .2 4 9 6 .NewH a v e n .C T : Y a l e U n i v e r s i t y .. . lD .( 19 9 7 ) .Thel u t u r e01E n g l i s h ?London:The Graddo B r i t i s hC o u n c i . l H o s o k i .Y .( 2 0 1 1 ) .E n g l i s hlanguagee d u c a t i o ni n] a p a n : Transitionsandchallenge( 1 ) .KyuushuKokusai 1 ， 2)， DaigαkuKokusaiKankeiGakuronshu，6 (. 1 9 9 2 1 5 . KementerianP e n d i d i k a ndanKebudayaanR e p u b l i kI n d o n e s i a .( 2 0 1 3 ) .P eraturanMenteriPendidikandan. ρu b l i kIndonesiaNomor3Tahun KebudayaanRe 2 0 1 3 . .( 2 0 0 7 ) .Searchingf o ranappropriateEFL Madya，S c u r r i c u l u md e s i g nf o rt h eI n d o n e s i a np l u r a l i s t i cs o c i e -. o u r n a l ，1 8 ( 2 ) .1 9 6 2 21 . t y .TEFLINJ M i n i s t r yo fE d u c a t i o n .C u l t u r e .S p o r t s .andTechnology (MEXT).( 2 0 0 9 ) .Course01StudylorSeniorHigh e t r i e v e dfrom S c h o o l s :F o r e i g nL a n g u a g e s .R. http://www.mext .go.jp/a_menu/shotou/new-cs/ _ i c s F i l e s la f i e l d f i l e / 2 0 1 1 / 0 4 / 11/1 2 9 8 youryouleiyakul 3 5 3 _ 9 . p d f Rondon-Pari，G .( 2 0 1 2 ) .Analysiso fL1andL2usei n S p a n i s hc o l l e g ec o u r s e su s i n gt h eCOLT o b s e r v a t i o n scheme.]o urnal01TeachingandLearningThird. 1 4 6.