Selasa, 21 Juni 2011

The Show
By Lenk

Lenka - The Show.mp3href="file:///C:%5CDOCUME%7E1%5Cuser%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List">
lyrics lagu Lenka – The Show
I’m just a little bit caught in the middle
Life is a maze and love is a riddle
I don’t know where to go, can’t do it alone
I’ve tried and I don’t know why
Slow it down, make it stop or else my heart is going to pop
‘Cause it’s too much, yeah it’s a lot to be something I’m not
I’m a fool out of love ’cause I just can’t get enough
I’m just a little bit caught in the middle
Life is a maze and love is a riddle
I don’t know where to go, can’t do it alone
I’ve tried and I don’t know why
I’m just a little girl lost in the moment
I’m so scared but I don’t show it
I can’t figure it out, it’s bringing me down
I know I’ve got to let it go and just enjoy the show
The sun is hot in the sky just like a giant spotlight
The people follow the signs and synchronize in time
It’s a joke nobody knows, they’ve got a ticket to the show
Yeah, I’m just a little bit caught in the middle
Life is a maze and love is a riddle
I don’t know where to go, can’t do it alone
I’ve tried and I don’t know why
I’m just a little girl lost in the moment
I’m so scared but I don’t show it
I can’t figure it out, it’s bringing me down
I know I’ve got to let it go and just enjoy the show
Just enjoy the show
I’m just a little bit caught in the middle
Life is a maze and love is a riddle
I don’t know where to go, can’t do it alone
I’ve tried and I don’t know why
I’m just a little girl lost in the moment
I’m so scared but I don’t show it
I can’t figure it out, it’s bringing me down
I know I’ve got to let it go and just enjoy the show
Just enjoy the show, just enjoy the show
I want my money back, I want my money back
I want my money back, just enjoy the show
I want my money back, I want my money back
I want my money back, just enjoy the show

Selasa, 19 April 2011

Teaching Grammar with Fun Learning Games


Why teach children English grammar with games? Research is showing that this is an excellent way to do it. What kind of games work best? This article answers those questions and is written for those teaching English as a second language to children.
Teaching English grammar can be hard going - for the teacher and the students. It doesn't have to be difficult or painful, however. You can teach English grammar using fun learning games and before you know it your students will be more than willing. How does it work, you ask. Well, there has been a movement away from the traditional methods of teaching English grammar through writing, rewriting and worksheets to using a more active approach through games. Researchers have also begun to look at how and why these new methods work.

Four sound reasons to teach grammar with games

1. Arif Saricoban and Esen Metin, authors of "Songs, Verse and Games for Teaching Grammar" explain how and why games work for teaching grammar in an ESL classroom. They say, "Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities." They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning.

2. Additionally, games have the advantage of allowing the students to "practice and internalise vocabulary, grammar and structures extensively." They can do this because students are often more motivated to play games than they are to do desk work. Plus, during the game, the students are focused on the activity and end up absorbing the language subconsciously. One can also add that fun learning games usually contain repetition, which allows the language to stick.

3. While games are motivating for the students, probably the best reason, according to Saricoban and Metin, to use games is that "the use of such activities both increases the cooperation and competition in the classroom." One can use games to add excitement through competition or games which create bonding among students and teacher.

4. Aydan Ersoz, author of "Six Games for the ESL/EFL Classroom" also explains more reasons why games do work for teaching grammar. Learning a language requires constant effort and that can be tiring. Ersoz says games can counter this as because:

* Games that are amusing and challenging are highly motivating.
* Games allow meaningful use of the language in context.

Children are more motivated to learn grammar with games

The theory of intrinsic motivation also gives some insight as to why teaching grammar through games actually works. Intrinsic motivation refers to the internal factors that encourage us to do something. Most young learners will not internally decide that they want to learn grammar. They don't yet understand the concepts of why it's important to know proper grammar, so these external factors won't affect them much either. Instead, intrinsic motivation can lead encourage them to play games. If these games are good then they will be learning while they are playing.

Using some movement is crucial because movement helps activate the students' mental capacities and stimulate neural networks, thus promoting learning and retention. If you have a large class with no space you still have options. Children can stand up, sit down, move various body parts and pass things around to each other. Movement does not only mean children tearing around the playground.

What Kinds of Games Work Best?

When you are looking for games to use in your classroom, don't just pick something to be a "time filler" which does not have a definite linguistic outcome. These games may entertain the students, but when you don't have much time with them each day as it is, you want your game to do double duty to get the most out of the time you spend playing games.

Have a clear linguistic outcome for each game. The game can be a listening game to allow the students to repeatedly hear a new grammatical structure in use, or it can be a speaking game to allow practise of the grammar once it has been absorbed through listening beforehand. There are degrees of difficulty with speaking games from basic repetition in a fun context to more creative sentence creation for revision or more advanced practise once the basics have been mastered. The teacher should lead the children through this progression so that the game at hand is always well within the grasp of the students. This makes games fun rather than laborious. It is a mistake to play a speaking game immediately after the new grammar has been presented. Ideally reading, spelling and writing games come after the new grammar has been absorbed and the students can use it orally.

Another thing to watch out for with grammar games is that a maximum of students are involved simultaneously. If you have thirty children you want to avoid a game where only one child is speaking at a time. What are the other twenty-nine children supposed to do in the meantime other than get bored? On the other end of the scale however are games that cause chaos in class and make teachers unpopular with colleagues because of high noise levels. A variety of suitable games are available for you to try free in the resource box below the article.

Now you can stop the eye-rolling and complaining from your students when you even THINK about teaching them a grammar lesson, and have some productive fun.

Teaching English As A Second Language: Methods And Techniques

Teachers of English as a second language, here or overseas, need to know a few simple methods to overcome the language barrier with their students.


Teaching English to speakers of other languages is both challenging and rewarding. More and more internationally minded people are choosing to teach English as a Second Language both in the United States and abroad. Whether in the United States, another English-speaking country, or in countries around the world, the teacher of English as a second language will need to keep in mind the following simple guidelines:

- Use non-verbal cues. Facial expressions, hand gestures, and other non-verbal cues are a great way to overcome the language barrier. For example, when explaining the concept of tall, raise your hand high into the air. When explaining the concept of cold, shiver and chatter your teeth.

- Use visual aids. Sometimes a picture is worth a thousand words, and this is particularly true when teaching English as a second language. Visual aids can be used to teach everything from vocabulary to prepositions. In addition to instructional advantages, visuals keep lessons interesting for the learners. If possible, get access to an overhead or slide projector for effective presentations.





- Put students in groups. If the teacher is constantly talking, learners of English as a second language will never get a chance to practice. Group work gives students an opportunity to practice the language. Groups work the best with 2 to 5 people; with any more people, not everyone gets a chance to participate. It is also a good idea to group students with different first languages together when possible.

- Use bi-lingual materials. If the teacher speaks the same language(s) as the students, the situation will be greatly simplified. But not many teachers have the luxury of speaking the same language(s) of his/her students. Bi-lingual materials can help a teacher of English as a second language to draw on a student's native language without knowing it him/herself.

- Repeat and rephrase. Teachers of English as a second language need to repeat everything at least three times. They should also vary the wording of their remarks. A student may know one set of vocabulary but not another - even when the topic of discussion is the same. Even if the student does understand a concept upon first explanation, he/she will still benefit from the repetition and variation of language. It will expose him/her to new words and phrases.

- Don't over-correct. Our first instinct as teachers of English as a second language is to correct student language errors. Over-correction, however, can make students reluctant to use the language. If afraid of being corrected every time they speak, students will simply stop speaking - and therefore learning - the language. Of course, there are appropriate times to correct language mistakes. If a concept - for example the past tense - has been discussed at length in class, it is appropriate to correct students when they form the past tense improperly.

- Create a safe atmosphere. Learning English as a second language is not an easy thing emotionally. Students will feel self-conscious about their lack of English ability and will thus be reluctant to use the language. The job of the teacher of English as a second language is to create a safe and supportive environment, one in which the student will be comfortable experimenting with the language. That means that laughing at or putting down others can not be tolerated in any way, shape, or form.







Classroom Management Styles
What Kind of a Classroom Manager are You?


Different personalities and ideologies reflect varied classroom managment styles. Here are a few tips to help use your classroom management style most effectively.
Concerns about the ability to manage a classroom is common among preservice and practicing teachers alike. The first time entering a classroom can be a pretty scary experience, but once you have built an effective classroom management system that works for you, you can begin to feel a bit more comfortable with your own classroom management style.
It is easy to look at other teachers and try to imitate their styles of classroom management. While imitating other teachers' classroom management styles is a good starting point for a new teacher, there comes a point when you as a new teacher, need to start feeling safe and comfortable with who you are as a classroom manager.
This process will not happen overnight of course, nor will it happen in a year or two. It takes a long time experimenting with different classroom situations as they will uneventually pop up
In order to start thinking about your role as a classroom manager, it is worthwhile your time to identify the concerns about classroom management and discipline. Think about your values and your personality. Which aspects of your personality and which values do you think will help you become a good classroom manager? Which ones might interfere?
Another good way to analyze your concerns about managing a classroom is to build your own classroom management profile. This individual quiz will give you a more well rounded and accurate picture of your classroom management style. Once you have answered the questions, you can start to apply your classroom management profile to various classsroom situations. At the end of the quiz, ask yourself if your classroom management style was effective when dealing with various classroom situations all throughout the school year.
Misconceptions however, do lie in each of these styles. Teacher dominated talk, which is descriptive of the authoritative style has been equalled with effective classroom management. Depending however on how you rank your personal characteristics and values as a classroom manager, you might be pleasantly surprised at your obvious need to perhaps connect to the students, which isn't always affirmed by the authoritative approach and style of running a classroom.
For the inexperienced teacher, the most important lesson to be learned in his or her first year of running a classroom is flexibility. There will be classroom situations where you cannot always depend on an authoritative style of running a classroom and you might need to rethink your approach. This does not necessarily mean you need to change your personality, but rather to reconsider additional classroom management techniques for various classroom situations.

Bilingual Teaching: Quality Improvement Strategy

In general, the bilingual education in Indonesia with a teacher that uses two languages at the same time. There are only a few classes that are managed by two teachers, as well as in America, where a teacher of English-speaking and other masters the use of the mother tongue.

The composition model is very popular in the bilingual classroom management is a 90/10 composition in the early stages with a ratio of 90% and 10% berhasa Indonesia English. Then gradually 50/50 model in which students receive instruction in two languages ​​from time to time. In addition, this composition increased to 25/75 ie 25% in Indonesian and English 75%. Composition of the popular models can be set varies because it depends on the potential resources of each school. The percentage that can be calculated from the amount of material presented in both languages.

Although the subject matter of the dispute and many of the opposes, but studies have shown that bilingual education model had a positive impact on increasing mastery of science and language abilities of students. It's just that the results of the study, argues that the success of some variables influence support, as stated by Rennie, Joan (1994) which demographic factors, the nature of students, and educational resources that support various components below.

·  Supportive whole-school contexts (Lucas, Henz, & Donato, 1990; Tikunoff et al., 1991).
·  High expectations for language minority students, as evidenced by active learning environments that are academically challenging (Collier, 1992; Lucas, Henze, & Donato, 1990; Pease-Alvarez, Garcia, & Espinosa, 1991).
·  Intensive staff development programs designed to assist all teachers (not just ESL or bilingual education teachers) in providing effective instruction to language minority students (Lucas, Henze, & Donato, 1990; Tikunoff et al., 1991).
·  Expert instructional leaders and teachers (Lucas, Henze, and Donato, 1990; Pease-Alvarez, Garcia, & Espinosa, 1991; Tikunoff et al., 1991)
·  Emphasis on functional communication between teacher and students and among fellow students (Garcia, 1991).
·  Organization of the instruction of basic skills and academic content around thematic units (Garcia, 1991)
·  Frequent student interaction through the use of collaborative learning techniques (Garcia, 1991).
·  Teachers with a high commitment to the educational success of all their students (Garcia, 1991).
·  Principals supportive of their instructional staff and of teacher autonomy while maintaining an awareness of district policies on curriculum and academic accountability (Garcia, 1991).
·  Involvement of majority and minority parents in formal parent support activities (Garcia, 1991).

LM Read and HT Cervantes (1991) argues that in the implementation of bilingual teaching needs to consider the level of students' language skills. From a number of statements can be concluded that schools must meet certain characteristics of providers that includes bilingual teaching atmosphere, culture, competency development, learning consultants, teachers and students effective communication, organization of subject matter, frequency of interaction in two languages, teacher commitment, commitment to school principals in support teacher effectiveness and improve accountability in learning, and parent support

Minggu, 20 Maret 2011


The Comparison between a newspaper and a Magazine
I am currently bound to write about the difference between two (2) supposedly similar things.  Impossible?  At a glace, it may look and sound like it is but a careful use of some methods or lines of thinking would probably squeeze a scientist or a Moses out of us.  It is so rare that we all have to experience these tight but worth learning situations as it proposes a deeper sense of understanding and sometimes result into more perplexed and complicated ideas which only the mind could answer.  More complications also arise if the knowledge is short of what is expected.  Below are discussions on a simple but rather difficult question or topic.  Let’s divulge into differentiating a newspaper and a magazines.  Parting both ends has to be practical and had to be done on a more skeptical way.  In this manner, I’ve listed down ten (10) differences between these two media factors.
Quick history
The Newspaper began its roots as early as Julius Caesar times.  During that time, it was regarded as those scrolls read in front of the public to inform them of important happenings and events.  Its first recorded account was as early as 59 B.C. and the name of the first newspaper was Acta Diurna.   The magazine had its share of the limelight as early as the 18th century.  They were first published as forms of leisure.  The usage of the term magazine came from some 1730s publication “Gentleman’s Magazine”.
And now, on to our main discussion.  These are not in any way arranged and one factor can be attributable to the other and are all done on an ordinary man’s perspective and analysis.
1.  Size. –
It is quite obvious that the newspapers are larger than magazines in more ways than one.  It is a general idea that even our Journalism books and professors have taught us that the newspaper is bigger than magazines.  Various amounts of information are to be placed and compacted on a newspaper so it really does need to be a little bigger than magazines.  It is seldom or maybe a rare occasion do we see a magazines that is as big as a newspapers or the other way around unless the newspapers is of a tabloid-type.  A magazine tends to have a “book-type” size while the newspaper is really meant to be spread arms length in order for the reader to grasp its contents to the full.
2.  Appearance. –
When we talk of appearance, we also consider the color, the texture and how appealing it is.  In this case, the newspapers tend to appear colorless than magazines, which on the other hand are mostly successful in terms of appealing thru the use of colors.  The advertisements on the newspapers tend to use more of the space than those in magazines which seems to be limited.  The overall color of newspapers gives an impression of something firm and strong whereas it is quite less of those in magazines.  Magazines’ appearances or looks tend to give light or emphasis to the given subject matter.  Full of colors as it is, pictures on it gives a certain life to the magazine whereas the absence of pictures on a newspaper brings out its “no nonsense” aura.
3.  Divisions. –
A large difference can be easily seen in this factor as the newspapers presents immediately in its front page the facts and information for its readers while the magazines’ cover page focuses on the various “must-read” pieces of information and appeals to the readers to turn that page and look for that specific story.  Divisions inside the newspapers are more specific and tend to vary from one subject matter to another.  Magazines’ main target otherwise is on a single or maybe two subject matters alone. In newspapers, there’s business, sports, local and foreign news, whereas the magazines does not have and rarely do have them.  The newspapers are more versatile in its division than magazines.
4.  Style. –
Style plays a major role between these two as the newspapers focuses more of what is needed: fixed and straight to the point.  The magazines on the other hand tend to be more “freestyle” in the sense.  The information throws up into various dimensions in magazines.  They are more relaxed and practices well on the freedom that they are given.
5.  Content. –
This factor is also very obvious.  What the newspapers basically offers are information that are fresh written on a straight and no-none sense type.  It is based mostly on facts that are fresh and written as it happens, where it happens.  Magazines’ content is different in the sense that those touches on just a specific subject matter.  A magazine for fishing cannot have a content which talks about fashion and beauty tips.  Newspapers can easily put those topics together easily inside its miscellaneous or hobby section and still makes sense.  The value of each content are also different as the newspaper tends to rely more on what is important and what are those things that the reader would want all written in a precise and straight manner.  Content wise, the newspapers’ are way too serious than of the magazines’.
6.  Readability. –
This factor can easily be explained.  What comes to mind when asked about newspapers?  How about magazines?  A newspapers reader is mostly exposed on facts and figures that are delivered or written in a straight manner as if your angry boss is talking you.  A magazines reader is treated to a more relaxed, free, artistic and “personalized” flow of information.  A magazines writer tends to practice his or her writing craft more freely than a newspapers writer.  This is also considering the fact that writing no-no’s for newspapers are much strict than those of magazines.  And since newspapers most content are news, much of it won’t be of any use by the next day unlike magazines which you can read anytime even after a week.  The newspaper is as good as one day use unlike the magazine which has to wait for its next issue to be considered that old.
7.   Profitability. –
Business wise, both tend to attract advertising but in doing so, magazines has some stiff advantage over newspapers.  Advertisements in magazines tend to attract a “recall value” among its readers since they look much appealing and colorful with all their glossy pages.  On the other hand, newspaper’s asset in this factor dwells more of its availability.  Being given the fact that newspapers are circulated on a daily basis gives us the notion that the same sells more than the weekly magazines.  Publishers of both admits it very well that its more costly to print a magazines than a newspapers because magazines entails careful processing on the right colors and its paper texture tends to be a little costly.  Additionally, advertising on a magazine is way too costly than on a newspaper.  Magazines at times, although not most of, tend to dwell more on the advertising than the informing aspect.  Our dailies on the other hand do the opposite most of the times
8.  Availability.
With the way our world economics and finances are behaving right now, it is important to note things that matters, especially money.  Money-wise, a newspaper stands edges the magazine in terms of price.  But the funny thing is, it is not normal to see both being sold at a certain stall or stand.  Magazines are commonly found at bookstores, magazine stores (of course), while newspapers can be easily accessed on a newsstand nearby or on a store just around the block.  Newspapers are everywhere and its availability is much higher than of the magazines.
9.  Target Audience. –
This is actually simplifying the Content difference that we mentioned above.  Obviously, newspaper targets everyone as its readers from the Pope to the troubadour nearby.  It has a “sky is the limit” type of target audience.  Magazines also follow that trend type but what they do is classify them.  It deals more on the identity of the audience.  A sports magazine cannot be that appealing to a reader who’s so fond of tech stuffs.  A magazine audience is more identified than of the newspaper.
10.  Literary freedom. –
As also touched on some factors above, a magazine writer has more freedom to express or has more room for subjectivity.  Magazine writers have the tenacity and freedom to express things on a creative manner.  It further enhances the writers’ mastery of the expression by imploring these seemingly circular methods of self expression.  The newspaper writer on the other hand are compounded to a somewhat strict, strong and straight to the point view as their movements are mostly based on facts and figures.
Admittingly, a simple person would not want to at least converse about these matters as it is obviously confusing.  They are both similar on more ways than the other.  The important thing here is that we all have to accept the reality that one is committed to the other.  We all should be grateful that the dissemination of facts and information, the freedom to express one’s self, the ability to reach mankind even to its smallest level isn’t barred or confined within the four corners of the academe but is likewise, reachable, readable and accessible in every means possible.  Newspapers and magazines are just few of the common information alleys.  Nowadays there are e-books, blogs, news and magazine websites, etc. that can easily be accessed.  It’s just a matter of choosing the right mean to suit each one’s needs.

Sabtu, 05 Maret 2011


Bisakah Pengajar Lokal Bersaing dengan Pengajar Asing?


Di artikel ini akan menguraikan fenomena antara pengajar bahasa Inggris dari negara asing (native English teacher) dengan pengajar lokal (non-native English teacher) serta kompetensi tersembunyi yang membuat mereka harus mampu bertahan dan bersaing secara cerdas. Dimulai dari definisi pengajar asing dan lokal yang masih dalam perdebatan, diskriminasi pendidikan yang terjadi terhadap pengajar lokal, kemampuan yang membedakan keduanya, dan kesimpulan atas situasi yang terjadi antara pengajar asing dan pengajar lokal.

Di zaman globalisasi ini, identitas pengajar asing dan pengajar lokal turut andil dalam proses pengajaran bahasa Inggris di Indonesia dan beberapa negara lainnya. Stereotip tentang pengajar asing adalah pengajar yang terbaik dalam pengajaran bahasa Inggris berkembang di seluruh kalangan masyarakat belakangan ini. Hal ini terlihat dari perbedaan yang kedua pengajar terima dari institusi pendidikan, masyarakat maupun para pelajar yang lebih mengunggulkan para pengajar asing. Sehingga dalam hal ini terjadi diskriminasi pendidikan (Sharifian, 2009).

Salah satu contohnya adalah dosen saya, Prof. Farzad Sharfian, di Monash University yang bercerita ketika dulu beliau hijrah dari Iran ke Australia dan melamar sebagai tenaga pengajar bahasa Inggris. Setiap lamaran yang beliau kirimkan selalu ditolak oleh universitas-universitas di Australia dengan alasan beliau bukan seorang native speaker atau penutur asli bahasa Inggris tanpa melihat kualifikasi beliau sebagai seorang Master dari Iran. Situasi ini juga didukung oleh iklan-iklan (umumnya iklan dari negara berbasis bahasa Inggris/English speaking country) dalam mencari tenaga pengajar berbahasa Inggris yang selalu menuliskan syarat identitas; harus penutur asli sebagai syarat utama.

Jumlah pengajar bahasa Inggris sebagai bahasa kedua (ESL teacher) dan pengajar bahasa Inggris sebagai bahasa asing (EFL teacher) yang melebihi penutur asli bahasa Inggris membuat pengertian identitas ketiganya sulit dibedakan. Menurut the Oxford Companion to the English Language, pengajar bahasa asing adalah seseorang yang telah menggunakan bahasa tertentu sejak lahir. Selain itu pengajar bahasa asing diidentikkan dengan orang-orang Anglo-saxon yang digambarkan sebagai orang-orang yang berasal dari negara berbasis bahasa Inggirs (Halliday dikutip dari Sharifian, 2009). Sedangkan pengajar lokal adalah tenaga pengajar yang mempelajari bahasa Inggris sebagai bahasa kedua atau bahasa asing.

Namun saat ini sangatlah sulit untuk menentukan variasi bahasa Inggris mana yang menentukan seorang itu penutur asing atau tidak, Hal ini dkarenakan banyaknya variasi dalam bahasa Inggris (contoh: Australian English, Singlish, Chinglish, Indonesian English, dll) dan tidak ada standar akurat dalam pemakaian bahasa Inggris. Serta semakin banyaknya mobilitas seseorang dari suatu negara ke negara lain membuat mereka sulit dianggap sebagai penutur asli ataukah penutur bahasa kedua (second language speaker). Jika dihubungkan dengan keadaan di Indonesia saat ini, kita masih bisa membedakan penutur asing dengan penutur lokal. Namun yang sangat membedakan adalah stereotip masyarakat terhadap pengajar asing dan pengajar lokal.

Perbedaan tenaga pengajar asing dan lokal sangat jelas terlihat. Hal ini tidak hanya terjadi di Indonesia namun juga di beberapa negara lainnya dimana bahasa Inggris dipakai sebagai bahasa kedua (second language) atau bahasa asing (foreign language). Maksud bahasa Inggris sebagai bahasa asing adalah karena bahasa Inggris didapat dan dipelajari di sekolah-sekolah atau kursus-kursus bahasa asing. Beberapa perbedaan yang jelas terlihat adalah ketika melamar pekerjaan sebagai tenaga pengajar bahasa Inggris. Penolakan selalu menghampiri ketika seorang pengajar ESL atau pengajar EFL melamar pekerjaan itu. Khususnya jika pengajar pengajar ESL atau pengajar EFL melamar pekerjaan di negara-negara yang berbasiskan bahasa Inggris.

Seperti halnya yang juga terjadi di Indonesia, dimana kursus-kursus bahasa Inggris yang mempunyai pengajar asing sebagai salah satu tenaga pengajarnya, akan sangat diburu oleh masyarakat. Mereka tanpa pikir panjang akan mendaftarkan anak mereka kursus di sana tanpa memikirkan biaya yang akan mereka tanggung.

Fenomena ini terjadi karena stereotip yang berkembang di masyarakat bahwa pengajar asing lebih kompeten dari pengajar lokal. Di tambah lagi dengan kemampuan komunikasi yang lebih lancar dan kosakata yang pastinya lebih luas dari pengajar local membuat posisi pengajar lokal semakin tertinggal. Di satu sisi, stereotipe ini memang sesuai dengan kenyataannya, namun di sisi lain hal itu tidak bisa dijadikan standar kemampuan seorang pengajar.

Bagaimana hal nya dengan pengajar lokal yang lahir dan besar di negara berbasis bahasa Inggris? Atau pengajar lokal yang telah lama kuliah di luar negeri dan menerbitkan buku-buku berbahasa Inggris? Apakah diskriminasi itu berlaku untuk mereka? Seorang pengajar lokal juga mempunyai kemampuan yang sama atau lebih dari pengajar asing. Salah satu keunggulan pengajar lokal adalah mengajarkan tata bahasa (grammar) dan kesalahan pengejaan, hal ini dikarenakan mereka punya pengalaman dalam mempelajari bahasa Inggris dari awal dan apa lagi jika kemampuan itu diasah dengan pengalaman mengikuti pelatihan mengajar (teaching training). Sedangkan pengajar asing, berdasarkan beberapa penelitian mengatakan mereka umumnya lebih fokus kepada kelancaran berkomunikasi.

Menurut argumen saya, identitas para pengajar bahasa Inggris sebagai penutur asli tidak bisa menjadi tolak ukur kemampuan mereka dalam mengajarkan bahasa Inggris namun itu menjadi faktor keunggulan mereka. Seperti halnya seorang pengajar lokal, persamaan identitas (bahasa dan budaya) dan ekonomi menjadi salah satu faktor yang membuat para pengajar lokal harus lebih mampu bersaing. Dalam hal persamaan identitas, para pengajar lokal bisa mengatasi kesulitan kosakata dengan menggunakan kosakata yang bisa dimengerti para pelajar. Selain itu, seperti hal nya yang terjadi di daerah, kursus-kursus yang mempunyai pengajar asing umumnya mahal biayanya sehinga tidak terjangkau oleh masyarakat golongan menengah ke bawah.

Situasi ini membuat masyarakat beralih ke para pengajar lokal dan menurut saya kesempatan seperti ini harus dimanfaatkan oleh pengajar lokal untuk lebih meningkatkan kualitas ilmu bahasa Inggris dan ilmu mengajar mereka sehinga mereka mampu bersaing dengan pengajar asing. Jadi, dari faktor-faktor yang telah saya uraikan di atas dapat diambil kesimpulan bahwa kemampuan para pengajar bahasa Inggris tidak bisa dinilai dari faktor luar yang melekat pada diri mereka, tapi ilmu dan kemampuan mengajarlah yang bisa menjadi tolak ukur kemampuan mereka dalam mengajarkan bahasa Inggris. (*)