English Language Teaching

ENGLISH LANGUAGE AS A BASIC TEACHING CONVEYING: THE

INTERNATIONAL-STANDARD SCHOOL INDONESIAN CONTEXT: case study in senior high school, Indonesia

By

Sugeng heriyanto,

Bio Data:

Sugeng Heriyanto was born in Indonesia, has taught ESL/EFL in Indonesia for nearly 10 years, and has now been teaching in School of Foreign Language Balikpapan, Indonesia. He obtained an SPd in English from the University of

Jember in 1997 and an MM. in Management of Resource from Airlangga

University in 2002. He is presently an Associate-Research of English Teaching in University where

he is also the NHI coordinator, it concerns to nature and human resource developments. He is currently most interested in curriculum development and teacher education.

Abstract

English has been taught before Indonesia government: Dinas Pendidikan awares the Indonesia education must be gradually international standardized. In the context of Indonesia, English as a teaching conveying is still a problem to the teachers who teach scientific. The fact, that teachers must learn English masterly before going to class to teach, English has some components must be comprehended. Teachers face the multi-semiotic system in scientific language. Indonesia still has big problem to establish English as basic teaching conveying. At the end of this paper the writer also present the solution to overcome the teachers’ problem to develop their mastery in English and advise to the stakeholder of curriculum system developer.

Intensive Course-Freshmen Learning Communities:

What are they and what do they have to be frozen Intensive Course ?

Sugeng Heriyanto

Sugeng Heriyanto, Foreign Language School Balikpapan, Indonesia

Bio Data:

Sugeng Heriyanto was born in Indonesia, has taught ESL/EFL in Indonesia for nearly 10 years, and has now

been teaching in School of Foreign Language Balikpapan, Indonesia. He obtained an SPd in English from the University of

Jember in 1997 and an MM. in Management of Resource from Airlangga

University in 2002. He is presently an Associate-Research of English Teaching in University where

he is also the NHI coordinator, it concerns to nature and human resource developments. He is currently most interested in curriculum

development and teacher education.

Key words: Intensive course-freshmen Learning Communities (IC-FLCs), Freshmen learning communities, program Achievement,

Freshmen students roles, objectives, standards Achievement, evidence-based education.

Abstract

Intensive Course-Freshmen learning communities (IC-FLCs) have been taught as a means of matriculating strategy to Fresh students to fill the minimum standard of learning in the first year of English education systems of the United States and Canada.

This article will discuss the relevance of IC-FLCs within the IC community. It will begin with a

brief overview of IC-FLCs and some of their common characteristics before outlining some steps

IC schools and programs would have to take to become IC-FLCs. Next this paper will outline

some possible benefits of IC-FLCs for the IC field along with some questions and concerns.

Finally, some tentative conclusions will be drawn as to what IC-FLCs have to offer the IC

community.