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hobi saya suka bernyanyi, kadang suka nulis
Selanjutnya
Tutup
Name: Nazwa Aulia Rahmi
Elfi,S.PD.I.,M.PD
Nim: 2330104030
Major: Pendidikan Bahasa Inggris
“ Process to Encourage Indonesian Generations to Achieve English Fluency for a Brighter Future”
In the era of globalization, English as an international language is very important to learn because it is used in global communication, education and business. In Indonesia, English language skills are becoming increasingly significant, especially for the younger generation. Is Indonesia’s young generation ready to open these doors in the era of globalization? English language skills are an important factor in increasing individual competitiveness in the global era. However, the latest EF English Proficiency Index (EF EPI) 2024 report shows that the level of English proficiency in Indonesia has decreased. Based on this report, Indonesia fell one rank to the 80th position out of 116 countries. This decline shows the need for systematic efforts to encourage the Indonesian generation to be fluent in English so that they are ready to face the demands of an increasingly globalized future. According to (the EF English Proficiency Index 2023), there are three processes to prevent a decline in English language proficiency by encouraging the Indonesian generation to be fluent in English, namely: strengthening English language education in schools, creating an environment that supports English, integration of local and global cultures.
The first process Strengthening English Education in Schools Ecuador’s Ministry of Education introduced a new curriculum for teaching English as a mandatory subject. Under these circumstances, English as a Foreign Language (EFL) teachers need strategies to improve their classes. in schools, where English was not taught before. To respond efficiently to local and global situations, teachers need to “bring activeness into the classroom,” and role-playing is a way to do this because role-playing is one of the pedagogical tools used to “increase school students’ interest in achieving high academic achievement” (Thuraya, 2016). Role plays expose students to situations beneath the complex realities of English-speaking society. Under ideal conditions, English classes should offer students the opportunity to understand target uses of English in the most common and natural situations. The hope is that students communicate effectively outside the classroom because it is necessary to encourage students to develop an understanding of situations from various points of view, stimulating students to think creatively. According to Donoso (2014), “effective use of communication activities will improve social skills and personal and academic success throughout their lives through strengthening their communication skills.”.
The second process is creating a supportive learning environment, which is critical to the success of any language class. A supportive learning environment allows students to feel safe and respected, free to express their ideas and opinions without fear of being judged or criticized. A supportive learning environment also encourages collaboration and respect among students while providing an environment that supports learning. Creating a supportive learning environment is essential to effective teaching, and an important part of this is fostering positive relationships between students and teachers. Building positive relationships requires respect, trust, and communication. To build trust between teachers and students, teachers must be consistent and honest with their expectations and feedback, as well as open to student input. Effective communication is another important aspect in building positive relationships, and constructive feedback is an important part of creating a supportive learning environment. Physical space is also an important factor in creating a supportive learning environment. Arranging furniture and other elements in the classroom in an efficient manner can benefit student learning and engagement; these strategies create an environment that allows students to learn and grow (My English teacher,2024).
The last process is integration of local and global cultures, which can also increase students’ cultural awareness and improve their communication competence. One step to face this challenge is to equip students with local cultures that are included in every lesson, which in this case is learning English so that the local cultures that have been inherited are not eroded or forgotten. Therefore, English language learning should integrate cultural practices, namely the target culture and local culture, which are implemented in various English language learning process activities such as learning listening skills (listening), reading, speaking, and writing. New cultures will also be absorbed. As Gao said in Choudhury (2014), he presents that learning a language is learning a culture, and as a result, teaching a language is teaching a culture. However, learning a new culture does not mean we forget the culture we had before, (Gemagazine, 2024).
In conclusion English language skills are an important element in increasing the competitiveness of Indonesia’s young generation in the era of globalization, Indonesia’s decline in ranking in the EF English profession index 2024 shows the need for comprehensive efforts, such as strengthening English language education in schools through creative methods such as role playing, creating a safe and supportive learning environment, as well as local and global cultural integrity in learning. With this step, Indonesia’s young generation is expected to be able to improve their fluency in English, compete at the global level, and maintain their cultural identity.
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