HOW DOES FKIP PREPARE THE FUTURE LANGUAGE TEACHER

Abstract:

Language is at the center of everything we do, allowing us to define and understand ourselves and our surrounding environment. The purpose of the preparation of the Foreign Language Teacher Education program at University is to bring the world to the students and prepare them for the world. In an increasingly diverse and international global system, the ability to communicate in multiple languages is a valuable and necessary attribute. Teaching is a profession raises the issue of how to explore the knowledge of that profession (Meijer et al.2001) FKIP should has an education program which are teach and  provides students with numerous opportunities to learn about a language and culture while simultaneously developing skills and abilities related to teaching. All of the on-campus and off-campus activities are designed to prepare future foreign language teachers in terms of content, pedagogy, technology use, and classroom management.

Keywords: student teacher training, preparation from FKIP, professional teacher

The quality of human resources of Indonesia is still very low when compared with other nations. One of the main factors the low quality of human resources is certainly related to national education. National education program designed believed to have not managed to answer the expectations and challenges of the present and future. In the face of expectations and challenges in the future, education is something very valuable and needed. However, education in the future play a fundamental role in which the ideals of a nation and state can be achieved. For the people of a nation, education is a requirement that would determine their future. Facing the future is definitely filled with currents of globalization and openness, and progress of the world's information and communication, education will be increasingly exposed to various challenges and problems are more complicated than in the present or previous. To that end, the construction sector, especially education and science teacher education faculty in the future should be designed as early as possible so that the various challenges and problems can be overcome. National education should be designed to be capable of giving birth or the generation of human resources which has the advantage in the era of globalization and openness of information flow and progress of a remarkable communications tool.

Furthermore, in building the future teacher of education in FKIP need to design an education system that make a difference for teachers in the future by making innovations in the system of FKIP itself, it can answer the expectations and challenges of the changes that occur. The education system needs to be continuously constructed from pre-school education, primary education, secondary education and higher education. High quality of education needed to create intelligent life, peaceful, open, democratic, and able to compete so as to improve the welfare of all citizens of Indonesia. Welfare of Indonesia in the future is no longer rooted in natural resources and physical capital, but rooted in intellectual capital, social capital, and credibility so that the demand for continuous updating of knowledge is a must.

The Quality of graduates is not enough when measured by local standards because it has a very large global change affect the economy of a nation. What's more, new industry was developed with a high level of competency-based, and the people who succeed are an educated nation with high quality standards. In order for national education graduates have a competitive advantage and comparative appropriate national and international quality standards, the curriculum in the future should be designed as early as possible. This should be done so that the national education system can respond proactively the development of information, science, technology, and art. In this way educational institutions will not lose relevance to the interests of the learning programs of students.

As we know, English is a major language in the world today. Some reports say that the number of people speaking English as their first language is equivalent to the number who use it as their second language, and that their combined number is equal to those who speak it as a foreign language (Braine, 2005). Furthermore, as many as 75 countries consider English as an official language used in social and business circles. This means that there is high demand for people from traditionally non-English speaking countries to learn the language to be able to increase their competitiveness. Teaching English as a second language (ESL) or English as a foreign language (EFL) in non-native English speaking countries is even more challenging and it requires teachers to have excellent classroom management skills to ensure a successful learning process. To become a language teacher, you need to enhance and improve your language competency and acquire teaching skills and FKIP have to prepare you for  to be an accomplish English teacher by focusing on several essential areas:

First of all is Technology. FKIP should provide a special class for student teacher to learn how to use technology in your teaching and to enhance your students' learning experience. Students are exposed to and learn about cutting edge technologies such as: website development, computer assisted language learning, and digital audio and video. You will use technology in each of your courses (internet technology is an integral part of our program); therefore, FKIP require you to have a laptop (laptops are utilized in nearly every education class, in order to prepare tomorrow's teachers to teach with technology).

The second is Culture. Learning a language is the first step in communicating with people of another culture, but it is only the first step. An understanding of and genuine appreciation for other people grows out of an understanding of the differences and commonalities you share. It is important, then, to learn about others' social conventions and etiquette; political and economic issues; literature; values; religions; etc. That’s why FKIP have to make a new system to learn others culture. For example is study abroad. As a student you will form a connection with the culture you study, and later, as a teacher, you will seek to convey that sense of connection to your own students in hopes of instilling in them a similar appreciation. Your course work and study abroad experiences will prove valuable as you learn to love the language and culture you study.

The third is Classroom experience. Traditionally, students preparing to be teachers have little practical classroom experience before beginning formal class observations and student teaching in their senior year. This allows little time for the transition from student to teacher.  FKIP have to believe that it is important to get student teacher into a teaching environment as early in their program as possible to build experience and familiarity in teaching environments and with classroom dynamics. This will increase student teacher confidence and better prepare you to enter the classroom as you begin your teaching career after graduation. Teacher candidates have the opportunity to improve their language skills through an intensive immersion experience

At the undergraduate level, pedagogical competence covers a wide range of knowledge and skills. FKIP have to collaborate with the student to understand the practical aspects of teaching: how to prepare a syllabus, how to evaluate oral and written work, and how the class is sufficient. More importantly, teachers must have an undergraduate background that is wide enough to be able to teach all levels of a language as well as advanced courses in culture, literature, and media. In addition, teacher must be willing to broaden the background of that by digging into new areas such as business language, by learning new material, and by developing new programs to meet the needs of the department. The ideal candidate will know how to choose appropriate texts and instructional materials and how to design and implement creative, interesting teaching techniques for all levels of language courses. Increasing importance is the knowledge of the language-teaching technology such as video-based language teaching, computer programs, and internet.

 Beside that each student is unique, most undergraduate institutions share an emphasis on teaching, a need for cooperative effort, and an expectation of service in various forms. Given these considerations, what qualifications should an ideal candidate for an undergraduate teaching position have? How should graduate programs be revised to prepare future teacher better for both the teaching and service aspects of academic life in an undergraduate institution? I believe that the desired qualifications from FKIP fall into three categories: competence, collaboration, and commitment.

The first of these is competence, includes linguistic, cultural, and pedagogical skills. Whether new entering undergraduate education are teaching their native language or a language they have spent years learning, they will need linguistic competence in both English and the target language to anticipate students' problems and to explain clearly how the languages differ. Both student teacher and FKIP direct experience with the culture they are teaching about and the one they are living in so that they can help student teacher learn more about their own culture as they discover the similarities and differences of the foreign culture. Cultural and linguistic competence often results from time spent living in both cultures.

The second is collaboration, refers to the ability to cooperate effectively with others: students, departmental colleagues, peers in other departments, and people from the local community. Collaboration in the classroom requires  FKIP to make the student teacher be able to empathize with students and accept them as they are, yet maintain an authoritative approach to classroom learning. Reluctant and apprehensive non majors in beginning language classes must be encouraged and supported. Interested and able intermediate students must be enticed to continue into advanced courses. Learning will be difficult for the students if the new undergraduate teacher does not understand their affective needs.

            Undergraduate teaching in a foreign language department also often means working closely with a small group of colleagues. The smaller the group, the greater the importance of collaborative effort and the greater the potential for conflicts. In a department of only five or six colleagues each person's opinion carries weight; one dissenter can effectively block action on any question.

            Therefore, undergraduate teaching often provides opportunities for collaboration with colleagues in other department on interdisciplinary courses, grants, and other projects. New faculty members need to understand the importance of interdisciplinary cooperation in extending awareness of foreign languages and their influence on all fields in an internationalized society. College faculty members must also collaborate with area high school teachers on such matters as supervising student teachers, forming academic alliances and organizing workshops for teachers, and creating foreign language events for secondary school students.

 The third is commitment, refers to a continuing dedication to serving one's institution in the ways it values most. FKIP need a commitment to creative, effective teaching is the primary responsibility. New faculty members are often surprised by the number and variety of different courses they are expected to handle.  Automatically FKIP have to serving the department in program-building activities such as recruiting new majors, organizing and leading study-abroad programs, advising majors on graduate study or jobs, publicizing department achievements or events, and generally helping promote the programs. One means of publicizing our department is our newsletter, the Foreign Exchange , a four- to six-page biannual publication that includes articles in English and in other languages by faculty members and students. However, the commitment to serving the institution through committee work, grant writing, making conference presentations, and publication of articles or books. Although there now seems to be slightly greater emphasis on the last three, service at FKIP has also included things as diverse as videotaping sports events, attending official social function, and volunteering in projects such as Habitat for Humanity.  Finally there is commitment to serving the community by attending local events and speaking at community organizations and in area schools to promote language study.

FKIP want a graduate students to become ideal candidates for undergraduate language teaching positions, with linguistic, cultural, and pedagogical competence, good interpersonal skills, and a commitment first to effective teaching and then to serving the institution (not only through research and publication), then how should we change our graduate programs to prepare students?

In the fast changing world of the early 21st century public education is also changing. As part of the changes the role of schools and education will also be different both in the educational system and in the society. If we focus on the teaching process, we still realise that there are a great number of changes in this field as well, and all of them have an influence on the role of teachers. First of all, teachers in modern classrooms are no longer lecturers, they are facilitators, their main task is to set goals and organise the learning process accordingly. Then, in the past, teachers used to follow a syllabus which was compulsory for them. Nowadays, teachers have a National Curriculum, a Core Curriculum and a local (school) curriculum that they have to consider, but - on the other hand - they have independence to choose the teaching materials (textbook), make up a syllabus of their own and teach their pupils so that they can perform well both at examinations and in life. Curriculum design is a task teachers have to be prepared for, although the present generation of teachers has been growing into making up syllabi for years.

Another difference between the past and present tasks of teachers is represented by the technical background they need to be able to use and handle effectively (computer, photocopier, power point, projectors, etc). Instead of teaching chalk face, they need to be an information technology expert, a technician or/and a photocopy master.

 One of the biggest challenges for teachers is that their role in the school management has also changed. The school needs them as individuals, who can make decisions and cope with the stress of the changing world of schools. At the same time teachers need to be able to work in teams, co-operate with colleagues and parents, they have to write projects to gain money for the school programmes, they have to be experts and need to do all these things for a modest monthly income.

It is obvious that the development of excellent language teacher requires constant use of the second language both formally in course work and informally with other graduate students. Most graduate language programs include American students and native speakers, who will often socialize using the target language. But graduate language departments could give students even more opportunities to use their second language by developing community contacts. Interaction between American and native speakers also fosters cultural competence. All future undergraduate language instructors could profit from a course in intercultural communication emphasizing cross-cultural sensitivity. This training would help them deal with the diversity of students in the classroom, allow them to incorporate cultural sensitivity into their language and culture courses, and prepare them for taking students abroad.

            Undergraduate language programs now place much emphasis on study abroad; most of our majors study abroad for at least a month or two. Graduate education for language instructors should also include a significant period of foreign study, internship, or other type of cultural immersion. These future professors will gain not only language skills but also the confidence and experience to lead their own students on foreign excursions.

It is important for students teacher to understand, that in the end the advancement of knowledge is a collaborative enterprise in which scholars not only often work together, but must always, in some measure, build on the work of others to make their own contributions. It is necessary not only between schools and colleges but also between undergraduate and graduate institutions. Universities and colleges might begin collaborating, for example, by simply inviting visits from colleagues or students at nearby institutions. Faculty members or institutions might be invited to participate with graduate students in seminars on undergraduate teaching. Colleges might invite graduate students to spend a day following the routine of an undergraduate faculty member in imitation of the job shadowing practiced by some secondary schools.

Most language teachers as well as most anthropologists would probably agree that the best way to study a culture and learn its customs is to spend a period of time immersed in it. This immersion in the totality of undergraduate academic life is one of the objectives of some recent collaborative programs between graduate schools and liberal arts colleges.

 To prepare future language professors who are competent in the second language and culture, who know how to teach undergraduates, who are able to work collaboratively, and who understand commitment to serving the college and community, graduate language departments will have to develop more ways of linking their students with the world outside the university. Language and culture linkages can be made through collaboration between the university and the community, by international communication through technology, and by study or internship abroad. Competence in teaching and an understanding of service can be enhanced through partnerships with undergraduate institutions.

 For undergraduate teaching the area of specialization ultimately matters much less than breadth of knowledge and the ability to make it accessible to others. The ideal candidate for a position teaching in an undergraduate language department has the flexibility to teach various courses, the willingness to learn new material, the creativity to develop interesting courses, and the sensitivity to deal with diverse people and situations. These characteristics cannot be fostered by course work, research, and writing alone. We need scholars who not only skillfully explore the frontiers of knowledge, but also integrate ideas, connect thought to action, and inspire students. A key component in producing this kind of undergraduate teacher is providing students with significant experiences outside the university walls.

The teachers may come to believe in themselves as powerful forces in the classrooms, able to help students learn and think. How well teachers are prepared? whether they need more background in the subject they teach - depends on their discretion. Teachers believe that how they get students to persevere, how they explain difficult material, and how they manage respectful and productive classrooms are all as important as to bring classes active, and to make sure students actually learn. Throughout the process of developing students’ ability to learn literature, teachers have a very important role to play. It is in their capacity as a teacher that they play an important role in influencing and fostering the love and interest for literature in students. Through their effective teaching methodologies and through their personal interest in teaching as well as their love for the particular subject, teachers can make the students like or dislike the subject. They must introduce variations into their lessons so that students are always kept alert and ready to respond to many different kinds of stimulus (Moody 1983). It is up to the teacher to create an appropriate classroom environment and learning mood for the students to feel comfortable with literature learning and not to feel scared and intimidated.

            Language teachers are aware that they have a challenging task to ensure that the students learn and enjoy the subject. They believed that being an English language teacher was not sufficient merely to be able to go to the classroom and teach the English language per se. They were aware that they had to be an all rounder aside from having to create students’ interest. They admitted that the nature of the atmosphere of the lesson depended on how they teach. If teachers could make the class interesting, students would still like it after modifications and improvisation even if the texts were very dry.

Language is an important communication instrument. We know that without language people cannot communicate with other. Without language the world will not be meaningful. It is realized that English is one of the important languages in this world. It is also international language use in the entire world. Therefore, English is the only available tool for the twentieth century learning (Broughton, 1973:3). It also becomes a mean of communication among people in the world. In our country English is also one of the foreign languages that we must have the capability. So, it is very important for us as a student teacher to learn English as well as possible.

The problems of teachers in Indonesia are either directly or indirectly related to issues of quality professionalism of teachers that are still not adequate. Though it was very clear that in determining the quality of national education. Low quality of national education, one reason is the low quality of teachers. The problems of teachers in Indonesia should be resolved in a comprehensive manner on all aspects related to the welfare of teachers that must be considered because his income is still below the standards, educational qualifications, development, protection of the profession, and administration.

In fact the largest source of educational problems is a change, therefore the problem will always exist until whenever. Educational institutions are required to adjust to changing developments in society. Similarly, the teacher, who always required to adjust to changes. As a result so many problems faced by teachers, because of its inability to adjust to the changes that occur in sekelingnya as a result of its limitations as an individual or because of the limited ability of schools and government. So the problem of education is always arise because of the demand that educational institutions including teachers adjust to all the existing development in the community.

As a conclusion with the emergence of the 21st Century, teachers and educators are searching for ways to better address and serve the population of diverse learners in our classrooms. Recalls for reform in education have recommended that teachers evaluate how they teach, why they teach, how students learn and what literacy to teach. To prepare students to take their places in a literate society, teachers must dialogue and to research to meet the demands, visions, and innovations required of them and their students. It is imperative that they search for appropriate solutions assuring that students receive the essentials of education.

http://www.acu.edu/img/assets/2292/Cooper.pdfhttp://www.citejournal.org/articles/v5i3languagearts1.pdf