YL Sunardiono

20217479039
Pendidikan Bahasa lnggris (S2)
Academic Writing

Dr. Hanna Sundari, M.Pd

MIDTERM TEST
ARGUMENTATIVE ESSAY_FINAL DRAFT

Name :YL Sunardiono,

Student's TD Number (NPM) : 20217479039
Course : Academic Writing
Lecturer : Dr. Hanna Sundari

1. Frame the essay in the scheme as the given

sample. Evidences:
• Definition
Reasonable Argument 1 • Logical analysis/explanation
(thesis) • Research findings
Geopolitical context
Thesis:
Global
Englishes Reasonable Argument 2
(thesis) Evidence/s:
(GE) • Logical analysis
Learning context matters &
paradigm is • Research /expert opinion
cultural dimension
the most • Statistics
appropriate • Personal experience/witness
for
developing Evidence/s:
Rebuttal/anti-thesis
an English • Research findings
GE is a huge project, there
textbook in • Logical explanation
is a hidden agenda of
Indonesian language
Context for imperialism. Global
Indonesian English (GE) is more of an
agenda
than a reality.

Conclusion: synthesis (the combination of ideas)

Research finding: .."multicultural aspect is unavoidable in English
teaching since the EFL texbook is not in a vacuum".
Suggestion: The teachers and learners should be
aware.. Pedagogicaly ...
Practical implication/Imperative conclusion: Genuine education
must .

2. Outline of the essay.

OUTLINE
1. Introductory Paragraph_1: Statement of the thesis.
a. General information: about the age of globalization and English as the first global
1
lingua franca.

2
 b. Thesis statement: Global Englishes (GE) paradigm is the most appropriate for developing
an English textbook in the Indonesian Context for Indonesian Learners.

2. Body Paragraph_2: the first argument and evidence for the thesis
a. Argument: the use of English textbooks for Indonesian learners should consider
the geopolitical context in the age of globalization.
b. Evidence:
• Theory driven/expert opinion: Kachru's (1982) Three Concentric Circles Theory
• Logical explanation: Globalization does not imply uniformity but rather mutual richness
and multilingualism.
• Personal experience: In my personal experience: ... most of the students are likely
more engaged in instructional practices by using GE-oriented textbooks
• Logical affirmation/conclusion: Indeed, these facts indicate that English textbooks for
Indonesian learners should address and meet the global phenomenon by infusing the
GE- oriented language pedagogy into textbook-based instruction.

3. Body Paragraph_3: the second argument and evidence for the thesis
a. Argument: the learning context matters since the learning is permanently embedded
in cultural understanding.
b. Evidence
• Logical explanation: It will be meaningful learning if the content of the GE-oriented
textbooks addresses the learner's cultural context.
• Research studies: Hopkyn, 2020; Canagarajah, 1999; Setyono & Widodo,
2019; Mermann-Jozwiak & Sullivan, 2005;
• Example: project-based learning (carbon footprints)

4. Body Paragraph_4: Rebuttal/Anti-thesis

• Anti-thesis statement: Despite the benefits of the GE paradigm in a worldwide
context, Philipson (2015) stated that Global Englishes (GE) is more of an agenda than
a reality.
• Research studies: Gray, 2010; Widodo, 2016; Kusumaningputri and Widodo 2018 as cited by
Setyono and Widodo, 2019; Ariawan, 2020.

5. Concluding Paragraph_5: Synthesis

a. Argument: the EFL textbook is not in a vacuum, the learner context matters.
b. Evidence:
• Logical explanation: both the GE-oriented and native-speakerism-oriented textbooks
could be used to maintain the unfair existing power hierarchies. It might lead to cultural
hegemony or hegemonic practices.
• Research studies: Xin & Qian, 2012; Setyono & Widodo, 2019; Ariawan, 2020
• Imperative statement: Genuine education must cultivate an intercultural understanding
to appreciate the local wisdom and address the global culture from a balanced and holistic
perspective.
• Logical conclusion: To conclude, the GE-oriented and native-speakerism-
oriented textbooks could coexist.

3
 GLOBAL ENGLISHES PARADIGM OF EFL TEXTBOOK
FOR INDONESIAN LEARNERS IN THE INDONESIAN CONTEXT

Nowadays, we have been facing the globalization era. There is a common consensus that

English is the most widely spoken and strong language in the modern world (the first global lingua

franca). Most studies on international language policies focus on English's impact (Seidlhofer, 2011;

Wee, 2013; Phillipson, 2018). People throughout the world face multiple versions of English and

communicate in English with persons from diverse language backgrounds in this world of

globalization. The amount of students, communicators and practitioners of English has risen

significantly as the language has expanded and established as a global language. As a consequence,

language teachers must educate their students in Global Englishes (GE) to prepare them to

participate in English as a Lingua Franca (ELF) communication in a variety of circumstances (Sung,

2013). GE is an omnibus term encompassing all types of English from a World Englished (WE)

perspective while also acknowledging the adaptability and complexity of language use in a broader

context. The Global Englishes (GE) paradigm views that English doesn't have any more general

meaning in the domain of its native speakers. Regarding English Language Teaching (ELT),

language materials such as textbooks are among the most critical success factors of language

education (Widodo, Fang & Elyas, 2022). Textbooks are the visual core of each ELT program in

English language education (Sheldon, 1988). Richards (2002) argued that textbooks might contain

the principal material of lessons and the type of language exercise in which students engage.

Together with the information offered by teachers, textbooks are vital sources of language

contact for learners. In addition, textbooks give a map of world English. Hutchinson and Torres

(1994) claimed that textbooks could serve as intermediary roles and possible agents for change

throughout educational innovation. Based on the pivotal roles of the textbook and globalization

context, I strongly propose that the GE paradigm is the most appropriate for developing an

English textbook for Indonesian Learners in the Indonesian context. There are two

4
reasonable arguments for my respective statement.

5
 First, the use of English textbooks for Indonesian learners should consider the geopolitical

context in the age of globalization. Following Kachru's (1982) Three Concentric Circles Theory, the

use of English is contextualized in the three circles, namely the inner circle, outer circle, and

expanding process. Indonesia is in the expanding circle where English has no official role but has

essential functions in some areas such as business or education (Wang, 2013). This theory describes

English's spread, acquisition pattern, and social role in varied cultural contexts. Indonesia is a

multicultural nation where the learners' mother tongue is not English. Wang (2013) argued that the

concept of GE stems from the realization that a non-native English speaker will have more

opportunities to converse in English with another non-native speaker than with a native speaker.

Further, using the Kachru's model of English categorization, Wang (2013) founds that the amount

of persons speaking English as a second language in the outer circle (around 150-300 million) and

as a foreign language in the increasing process (roughly 100-1000 million) contrasts with the

number of native speakers in the inner circle (about 320-380 million). Globalization does not imply

uniformity but rather mutual richness and multilingualism. In my personal experience of more than

ten years of working experience at the national school with multicultural learners, most of the

students are likely more engaged in instructional practices by using GE-oriented textbooks

rather than the native- speakerism approach. Indeed, these facts indicate that English textbooks

for Indonesian learners should address and meet the global phenomenon by infusing the GE-

oriented language pedagogy into textbook-based instruction.

Second, the learning context matters since the learning are permanently embedded in

cultural understanding. The implementation of English is affected by the cultural context.

Therefore, the GE paradigm is more compatible with Indonesian culture rather than the native-

speakerism mindset. It will be meaningful learning if the content of the textbooks addresses the

learner's cultural context. Belief systems and tradition generate the usage of English as a

worldwide lingua franca in today's period of super-diversity (Hopkyn, 2020) because every

English speaker has a distinct cultural bag loaded with diverse personal and sociocultural

identities. According to critical pedagogy, learning involves a person's entire personal history,

which is affected by almost everything in their surroundings, particularly their own cultural

4
customs and social behaviors (Canagarajah, 1999).

5
Diverse cultural dimensions, such as persons as cultural beings, knowledge and beliefs (values),

cultural practices/behaviors, and cultural artifacts, should be addressed in language resources

(Setyono

& Widodo, 2019). Due to the multicultural dimension in the Indonesian context, the GE paradigm is

likely more relevant to Tndonesian learners' backgrounds since it is widely known that native-

speakerism takes root in Western culture that sometimes does not fit Indonesian culture entirely. A

previous study found that a learning environment that values the students' cultures and languages,

that allows students to engage in activities where they can show their expertise, and that capitalizes

on the students' linguistic and cultural experiences will foster academic success" (Mermann-

Jozwiak & Sullivan, 2005, p. 273). For instance, the learners carry out project-based learning by

adopting the topic of carbon footprints as a dimension of a sustainable lifestyle. This topic is a

worldwide issue that meets and could be tailored by the local wisdom in Surabaya City since there

is the regulation of the Surabaya district regarding the prohibition of the use of plastic bags in the

modern and traditional market.

Despite the benefits of the GE paradigm in a worldwide context, Philipson (2015) stated that

GE is more of an agenda than a reality. The construction of learning material is never politically

neutral; contrary, it is philosophically infused and influenced by competing agendas, objectives,

and interests (Gray, 2010; Widodo, 2016). The ideology of GE or English as a unifying language in

many countries, especially in Europe, helps to solidify language hierarchization processes. English

is a neo- imperial language that strengthens the empire. Capitalists' vested interests. Both GE

paradigm and native- speakerism scholar has a hidden agenda to promote their ideology. Even

though the empirical evidence found that intercultural communication is prioritized in the EFL

curriculum in several Asian countries (e.g., Israel, Iran, China, and Korea), prior research has found

an academic disparity between curricular objectives and intercultural substance reflected in ELT

textbooks (Kusumaningputri and Widodo 2018 as cited by Setyono and Widodo, 2019). Adopting

the critical pedagogy, many research findings are more likely to uncover that cultural hegemony

is a hidden agenda in EFL textbooks. Although the textbook has extensively included local culture

in the form of the eight aspects by using Byram's instrument and also presents other cultures,

5
such as target language culture and global culture, to foster intercultural conversation skills,

Ariawan (2020) found that primordialism and

6
nationalism monopolize the cultural dimensions with 28.05% of overall components. Despite the

Indonesian textbook endorsed by the Ministry of Education and Culture (MONEC) containing more

multicultural issues, cultural resources from specific world sections, such as Asia, are undervalued

(Setyono and Widodo, 2019). In addition, English teachers and textbook users are likely unaware of

multicultural diversity.

The previous studies' findings (Xin & Qian, 2012; Setyono & Widodo, 2019; Ariawan, 2020)

found that the cultural dimension, specifically the multicultural aspect is unavoidable in English

teaching since the EFL textbook is not in a vacuum. The learners' and teachers' context matters. The

EFL textbook is permanently embedded in context. The context is learners and teachers who use the

textbook in instructional practices. The teachers and learners should be aware of the reality that the

books may be biased when depicting specific cultural artifacts. These visual and verbal elements of

both the GE-oriented and native-speakerism-oriented textbooks could be used to maintain the unfair

existing power hierarchies. It might lead to cultural hegemony or hegemonic practices.

Pedagogically the curriculum and instruction of the English language have to develop the

students' awareness of cultural equality and equitability. Genuine education must cultivate an

intercultural understanding to appreciate the local wisdom and address the global culture from a

balanced and holistic perspective. To conclude, the GE-oriented and native-speakerism-oriented

textbooks could coexist in a balanced way as approaches to learning in English language education

for Indonesian learners in the Indonesian context.

7
WORKS CITED /REFERENCES

Ariawan, S. (2020). Investigating Cultural Dimensions in EFL Textbook by Using Byram Checklist.
Register Journal. Vol.13 No.1.pp.123-152.

Gray, J. (2010). The branding of English and the culture of the new capitalism: Representations of
the world of work in English language textbooks. Applied Linguistics, 31(5), 714-733.

Hutchinson, T. & Torres, E. (1994). The Textbook as Agent of Change. ELT Journal, 48(4), 315-328

Kachru, B.B. (1982). Model for non-native Englishes. In B.B. Kachru (ed.), The other tongue:
English across cultures (pp 31-57). Oxford: Pergamon Press.

Merrmann-Jozwiak, E., & Sullivan, N. (2005). Local knowledge and global citizenship: Languages
and literature of the United States-Mexico borderlands. In A. Canagarajah (Ed.),
Reclaiming the local language policy and practice (pp. 269- 286). Mahwah, New Jersey:
Lawence Erlbaum Associates.

Phillipson, R. (2015, June). The business of English, global panacea or pandemic? Myths and
realities of 'Global'English. Tn 9th GEM&L Tnternational Workshop on Management &
Language, Helsinki. Retrieved from: https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=philipson+2015+global+englis
hed&btnG=#d=gs_cit&t=1652938177076&u=%2Fscholar%3Fq%3Dinfo%3ApKeL3WfzhjU
J%3Ascholar.google.com%2F%26output%3Dcite%26scirp%3D2%26hl%3Den

Phillipson, R. (2018) English, the Lingua Nullius of global hegemony. In P. A. Kraus and F. Grin
(eds.) the Politics of Multilingualism. Europeanisation, Globalisation and Linguistic
Governance (pp. 275-303). Amsterdam/Philadelphia: John Benjamins Publishing
Company.

Richards, J (2002). The role of textbooks in a language program. New Routes. 1-6. Retrieved from
https://www.professorjackrichards.com/articles/role-of-textbooks/.

Seidlhofer, B. (2011) Understanding English as Lingua Franca. Oxford: Oxford University Press.

Setyono, B. & Widodo,H.P. (2019) The representation of multicultural values in the Indonesian
Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis.
Intercultural Education. DOI: 10.1080/14675986.2019.1548102.

Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237-246.

Sung, C. C. M. 2013a. 'English as a Lingua Franca and English language teaching: A way forward.
ELT Journal, 67(3), 350-353

Wang, H.S. (2013) Global English as Trend in English Teaching. Intercultural Communication Studies
XXII:1

8
Wee, L., Goh, R. B. H. and Lim, L. (eds.) (2013) the Politics of English. South Asia, Southeast Asia,
and the Asia Pacific. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Widodo, H. P. (2016). Language policy in practice: Reframing the English language curriculum in the
Indonesian secondary education sector. In R. Kirkpatrick (Ed.), English education policy in Asia
(pp. 127-151). Cham: Springer

Widodo, H.P., Fang, F. and Elyas, T (2022): Designing English language materials from the
perspective of Global Englishes, Asian Englishes, DOI: 10.1080/13488678.2022.2062540.

Xiong,T. & Qian,Y. (2012) Ideologies of English in a Chinese high schoolEFL textbook: a critical
discourse analysis, Asia Pacific Journal of Education, 32:1, 75-92,
DOI:10.1080/02188791.2012.655239.

9
 Date: May, 23 2022

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GLOBAL ENGLISHES PARADIGM OF EFL TEXTBOOK FOR INDONESIAN LEARNERS IN THE

INDONESIAN
CONTEXT Nowadays, we have been facing the globalization era. There is a common consensus
that English is the most widely spoken and strong language in the modern world (the first
global lingua franca). Most studies on international language policies focus on English's
impact (Seidlhofer, 2011; Wee, 2013; Phillipson, 2018). People throughout the world face multiple
versions of English and communicate in English with persons from diverse language
backgrounds in this world of globalization. The amount of students, communicators and
practitioners of English has risen significantly as the language has expanded and established
as a global language. As a consequence, language teachers must educate their students in
Global Englishes (GE) to prepare them to participate in English as a Lingua Franca (ELF)
communication in a variety of circumstances (Sung, 2013). GE is an omnibus term
encompassing all types of English from a World Englished (WE) perspective while also
acknowledging the adaptability and complexity of language use in a broader context. The
Global Englishes (GE) paradigm views that English doesn't have any more general meaning in
the domain of its native speakers. Regarding English Language Teaching (ELT), language
materials such as textbooks are among the most critical success factors of language
education (Widodo, Fang & Elyas, 2022). Textbooks are the visual core of each ELT program in
English language education (Sheldon, 1988). Richards (2002) argued that textbooks might
contain the principal material of lessons and the type of language exercise in which students
engage. Together with the information offered by teachers, textbooks are vital sources of
language contact for learners. In addition, textbooks give a map of world English. Hutchinson
and Torres (1994) claimed that textbooks could serve as intermediary roles and possible
agents for change throughout educational innovation. Based on the pivotal roles of the
textbook and globalization context, I strongly propose that the GE paradigm is the most
appropriate for developing an English textbook for Indonesian Learners in the Indonesian
context. There are two reasonable arguments for my respective statement. First, the use of
English textbooks for Indonesian learners should consider the geopolitical context in the age of
globalization. Following Kachru's (1982) Three Concentric Circles Theory, the use of English is contextualized
in the three circles, namely the inner circle, outer circle, and expanding process. Indonesia is in the expanding
circle where English has no official role but has essential functions in some areas such as business or education
(Wang, 2013). This theory describes English's spread, acquisition pattern, and social role in varied cultural
contexts. Indonesia is a multicultural nation where the learners' mother tongue is not English. Wang (2013) argued
that the concept of GE stems from the realization that a non-native English speaker will have more opportunities to
converse in English with another non-native speaker than with a native speaker. Further, using the Kachru's
model of English categorization, Wang (2013) founds that the amount of persons speaking English as a second
language in the outer circle (around 150- 300 million) and as a foreign language in the increasing process
(roughly 100-1000 million) contrasts with the number of native speakers in the inner circle (about 320-380
million). Globalization does not imply uniformity but rather mutual richness and multilingualism. In my personal
experience of more than ten years of working experience at the national school with multicultural learners, most of
the students are likely more engaged in instructional practices by using GE-oriented textbooks rather than the
native-speakerism approach. Indeed, these facts indicate that English textbooks for Indonesian learners should
address and meet the global phenomenon by infusing the GE-oriented language pedagogy into textbook-based
instruction. Second, the learning context matters since the learning are permanently embedded in cultural
understanding. The implementation of English is affected by the cultural context. Therefore, the GE paradigm is
more compatible with Indonesian culture rather than the native-speakerism mindset. It will be meaningful
learning if the content of the textbooks addresses the learner's cultural context. Belief systems and tradition
generate the usage of English as a worldwide lingua franca in today's period of super-diversity (Hopkyn, 2020)
because every English speaker has a distinct cultural bag loaded with diverse personal and sociocultural
identities. According to critical pedagogy, learning involves a person's entire personal history, which is affected
by almost everything in their surroundings, particularly their own cultural customs and social behaviors
(Canagarajah, 1999). Diverse cultural dimensions, such as persons as cultural beings, knowledge and beliefs
(values), cultural practices/behaviors, and cultural artifacts, should be addressed in language resources (Setyono
& Widodo, 2019). Due to the multicultural dimension in the Indonesian context, the GE paradigm is likely more
relevant to Indonesian learners' backgrounds since it is widely known that native-speakerism takes root in Western
culture that sometimes does not fit Indonesian culture entirely. A previous study found that a learning environment
that values the students' cultures and languages, that allows students to engage in activities where they can show
their expertise, and that capitalizes on the students' linguistic and cultural experiences will foster academic
success" (Mermann-Jozwiak & Sullivan, 2005, p. 273). For instance, the learners carry out project-based learning
by adopting the topic of carbon footprints as a dimension of a sustainable lifestyle. This topic is a worldwide
issue that meets and could be tailored by the local wisdom in Surabaya City since there is the regulation of the
Surabaya district regarding the prohibition of the use of plastic bags in the modern and traditional market.
Despite the benefits of the GE paradigm in a worldwide context, Philipson (2015) stated that GE is more of an
agenda than a reality. The construction of learning material is never politically neutral; contrary, it is
philosophically infused and influenced by competing agendas, objectives, and interests (Gray, 2010; Widodo,
2016). The ideology of GE or English as a unifying language in many countries, especially in Europe, helps
to solidify language hierarchization processes.
English is a neo-imperial language that strengthens the empire. Capitalists' vested interests. Both GE paradigm
and native- speakerism scholar has a hidden agenda to promote their ideology. Even though the empirical
evidence found that intercultural communication is prioritized in the EFL curriculum in several Asian countries
(e.g., Israel, Iran, China, and Korea), prior research has found an academic disparity between curricular objectives
and intercultural substance reflected in ELT textbooks (Kusumaningputri and Widodo 2018 as cited by Setyono
and Widodo, 2019). Adopting the critical pedagogy, many research findings are more likely to uncover that
cultural hegemony is a hidden agenda in EFL textbooks. Although the textbook has extensively included local
culture in the form of the eight aspects by using Byram's instrument and also presents other cultures, such as
target language culture and global culture, to foster intercultural conversation skills, Ariawan (2020) found that
primordialism and nationalism monopolize the cultural dimensions with 28.05% of overall components.
Despite the Indonesian textbook endorsed by the Ministry of Education and Culture (MONEC) containing
more multicultural issues, cultural resources from specific world sections, such as Asia, are undervalued (Setyono
and Widodo, 2019). In addition, English teachers and textbook users are likely unaware of multicultural diversity.
The previous studies' findings (Xin & Qian, 2012; Setyono & Widodo, 2019; Ariawan, 2020) found that the
cultural dimension, specifically the multicultural aspect is unavoidable in English teaching since the EFL textbook
is not in a vacuum. The learners' and teachers' context matters. The EFL textbook is permanently embedded in
context. The context is learners and teachers who use the textbook in instructional practices. The teachers and
learners should be aware of the reality that the books may be biased when depicting specific cultural
artifacts. These visual and verbal elements of both the GE-oriented and native-speakerism-oriented textbooks
could be used to maintain the unfair existing power hierarchies. It might lead to cultural hegemony or
hegemonic practices. Pedagogically the curriculum and instruction of the English language have to develop the
students' awareness of cultural equality and equitability. Genuine education must cultivate an intercultural
understanding to appreciate the local wisdom and address the global culture from a balanced and holistic
perspective. To conclude, the GE- oriented and native-speakerism-oriented textbooks could coexist in a balanced
way as approaches to learning in English language education for Indonesian learners in the Indonesian context.
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