Pre-service English Teacher

Education and the 21st Century Skills

Utami Widiati
Universitas Negeri Malang (UM)

Banjarmasin, 10 – 11 August 2018

 Presentation Topics:

The 21st-century Skills; ASEAN Community

2015; ELF/WEs

Industry 4.0 - Disruptive Innovation;

Standardization for Teachers; ELT
Methodology Development

Implications for English Teachers and

Pre-service Teacher Education Institutions
 Challenge #1 (Global Challenge):
The 21st – century Skills 
What are they?

Competences and skills which learners have

to master to survive in the 21st century
(information age)
The 21st – century Skills and Literacies
• Basic skills
• Technology skills
• Problem-solving skills
• Multicultural/multilingual literacy
• Interpersonal skill
• Inquiry/reasoning skills
• Information/digital literacy
• Critical/creative thinking skills
• Communication skills
(P21, 2005; Trilling & Fadel, 2009;
Binkley et al., 2010)
 The 21st – century Skills:
• learning skills: critical-thinking and problem-solving,
creativity and innovation, communication, and
collaboration.

• literacy skills: basic literacy (using language for

communication, listening, speaking, reading, and
writing), information literacy, media literacy,
technology literacy.

• life skills: flexibility, initiatives, social skills, productivity,

leadership
 Challenge #2 (Regional Challenge):
ASEAN Integration 2015
• Improving education quality education
• Understanding the necessity of developing
English language proficiency at a regional level,
together with other ASEAN languages  English
can be seen as a tool for integration.
• The need for effective use of English language as
a language of communication (both written and
spoken) among member states and citizens of
ASEAN  a key factor for a successful
implementation of actions and programs in all
the three blueprints (the APSC, AEC, and ASCC)
 Challenge #3:
• ELF:
- The rise of English as a world lingua franca  the
centrality of language as a socio-cultural tool for
communication
- Learners with access to technology  immediate
access to other languages and cultures  inter-
cultural communication (Liddicoat, 2017)

• WEs
Features of effective communication
(P21)  from CC to ICC
• Articulating thoughts and ideas effectively
using communication skills in a variety of
forms and contexts;
• Listening effectively for meaning including
knowledge, values, attitudes, and intention;
• Using communication for a range of purposes;
• Utilizing multiple media and technologies;
• Communicating effectively in diverse
environments
 Intercultural competence
(Liddicoat, 2017)
• Being able to communicate with linguistically
and culturally different others;
• A key need for contemporary communication;
• Understanding of self and others;
• Understanding of makers and interpreters of
meaning
 Developing intercultural competence needs
to be something very different from learning
about another culture.
 Challenge #4:

Sumber: Dirjen Kelembagaan Rakernas Ristekdikti, 2018

 Challenge #5
Standardization for teachers  TPACK
Framework  international
perspective (http://tpack.org)
National Standards of Higher Education
• Domains: attitudes and generic skills by
government; knowledge and specific skills by
each study program  through association
• KKNI – Indonesia Qualifying Frameworks
• National standards of teacher competences 
pedagogical, professional, personal, social
• one-year teacher professional education
(Pendidikan Profesi Guru – PPG) after
B.A./B.Ed
 Challenge #6
ELT Methodology Development 
Method Era
An era when language teaching methodology was
theoretically and principally based (Brown, 2007).

Community
Audio-lingual Total Physical
The Silent Way Language
Method Response
Learning

Communicative
The Natural
Suggestopedia Language
Approach
Teaching
 Postmethod Era:
An era when it is realized that methodology is not the
only factor determining success in language learning,
when there are needs for finding new alternatives, for
acknowledging teacher autonomy, and for finding
theoretically/principally-based language teaching
methodology.

(Kumaravadivelu, 1994)
 Development in ELT

Maximizing
Monitoring opportunities
Teaching Minimizing
acts mismatches

Promoting
Conte
Learning
autonomy Roles of xtualiz
ing
post-method
Fostering Teachers Integrating
language
Language skills
awareness

Ensuring Facilitating
Social Raising interaction
relevance Cultural
consciousness

Macrostrategies by Kumaravadivelu (2003)

 Implications for English
teachers and English teacher-
education institutions?
What competences to acquire
and to offer?
 English teachers and
teacher candidates?

• The need for the skills,

literacies, and effective
intercultural
communication in
various contexts
•The need for helping
their (prospective)
students to develop
them
 Perubahan Pola Pendidikan Tinggi Global

PERUBAHAN Smart
Primitif Pertanian Industri Informasi
MASYARAKAT Society

PERUBAHAN Physical, Time Distributed

Connected,
Centralized Virtual
GAYA HIDUP segmented constrained timeless

Creative, Fast,
PERUBAHAN Collaborative,
X-Gen Y-Gen C-Gen Borderless,
GENERASI
Connected

Education +
1st GEN 2nd Gen
PERUBAHAN PT 3rd Gen Research +
(education) (Edu+Res) Entrepreneur
 COMPETENCE CONSTRUCTION
IN JOB MARKET
>2025
WAYS OF THINKING 1. HOTS
2. CRITICAL
3. PROBLEM SOLVING
4. INVENTIVE
5. METACOGNITIVE
6. LIFE-LONG LEARNING

WAYS OF WORKING 1. COMMUNICATION

2. COLLABORATION
3. CURRENT AND RECENT PARADIGMS

WORKING TOOLS 1. LITERACIES (BASIC, DATA, HUMAN AND

TECHNOLOGY)
2. LINKING AND NETWORKING

CITIZENSHIP 1. RESPONSIBILITIES (PERSONAL, SOCIAL

ECONOMICAL, POLITICAL, CULTURAL)
2. CAREER AND REPUTATION (LOCAL, NATIONAL,
REGIONAL, AND INTERNATIONAL)
 navigator
Risk taker
adaptor

Role model communicator

Teacher Roles

leader learner

Good citizen vision

autonomous er
professional

Madya (2013)
 Empirical evidence #1
• PPG students (SM3T) were struggling with
understanding the concepts of the newly
implemented curriculum, the different
perspectives of the lecturers that guide them
in the university, the requirements coming
from their cooperating teachers and school
supervisors (see e.g. Widiati & Hayati, 2015)
 Empirical evidence #2
PPG students (regular) Pedagogy-related difficulties
Giving clear instructions and examples on how to do an
activity
• How to make effective questioning
– Kinds of questions --> esp. at the beginning, non
technical, contextualized
– Types of responses required  individual, choral
– Wait time, repeat, paraphrase
– Prompting, probing, higher order questioning, esp. when
discussing a text
• Giving effective feedback during the teaching and learning
process and to the students’ work
 Empirical evidence #2
Subject-matter related difficulties
• Selecting materials that are of appropriate level of
difficulty
• Understanding and exploring the materials  natural
use of English in spoken and written texts
• Using English for smooth and effective communication
– For classroom instructions
– As a medium of instruction
 Empirical evidence #2
– Classroom management
• Giving students equal attention
• Redirecting off-task students
• Managing group work
– Purpose
– How to make the groups
– Number of students in the group
– Where to position the group
• Time management  too much time is spent on
students’ doing the exercises
• Maintaining discipline  especially the use of mobile
phones
 Empirical evidence #3
Novice teachers (Widiati, Suryati, & Hayati,
2018)
• Planning a lesson  difficulty understanding
the Curriculum 2013 and scientific method
and meeting the demands concerning lesson
plans in terms of contents and format
• Implementing a lesson  students’ low
ability and motivation, difficulty using English
for classroom instruction
 Empirical evidence #3

• Classroom management  big class, students’ low

motivation
• Conducting assessment  difficulty conducting
assessment objectively, big class, meeting the
standards of assessment procedure from the
government, assessing productive skills
• Professional development  lack of
understanding of what reflection is, lack of time
and support for PD activities
 Empirical evidence #4
• 10 pre-service teacher education institutions:
Mostly lacking in preparing the teacher
candidates to design teaching strategies for
their prospective students to develop
intercultural/cross-cultural competences 
lacking in preparing their knowledge and skills
necessary for facilitating their prospective
students to function effectively in their new
culture and language (Widiati & Hayati,
upcoming 2018)
 REFLECTIVE THINKING
• English teachers 
Guru Bahasa Inggris yang unggul

• English teacher education institutions 

LPTK (Bahasa Inggris) yang unggul
 REFLECTIVE THINKING
Where are we now?

• Learning to listen or listening to learn?

• Learning to speak or speaking to learn?
• Learning to read or reading to learn?
• Learning to write or writing to learn?
 What to do next?

• Tight selection?
• ???
Thank you.