A Study of Moral Aspects in English Language Teaching in JapanGilig Pradhana (Indonesia)

Problems in Indonesia

In 1940 In 1990

Interrupt during conversation Drugs abuse

Making noise in classroom Alcohol abuse

Cutting in line (queue jumping) Fornication/Extra-marital pregnancy

Running on the hallway Suicide

Untidiness in dressing Rape

Forgetting the homework Bullying

Sticking chewed gum under the table Student brawl

Indonesian National Statistics． www.bps.go.id

What about Japan?My impression toward Japanese before coming to JapanoJapanese loves readingoJapanese are hard workingoJapanese are law-abiding

“We” Believe Religion is the Foundation

COMMON SCHOOL VISION“To educate generation of faithful and devoted (to God)”

NATIONAL CURRICULUM: CORE COMPETENCE“To be able to respond to and practice the teachings of their (student) religion.”

It is necessary from he standpoint of the school administration to make general education stand outside

of religion. Therefore, the government and public schools， and the schools under the application of

provisions of the laws and ordinances relating to the curriculum shall not be permitted to conduct religious

education or to observe any religious ceremony even outside of the regular course.

Instruction N o .12 of the Ministry of Education issued on 3 August, 1899

How Come Japan can Achieve Today’s Condition?

Due to the vast topic of discussion, this study disregards:oThe scope of impactoEffectivenessAnd simply narrow the research on finding of moral contents.

Moral Classifications

Indonesian Textbook Japanese textbook 1. Contents mainly related to the fundamental patterns of behavior in daily life

2. Contents mainly related to moral sentiment and moral judgment

3. Contents mainly concerned with the development of personality and a creative attitude toward life

4. Contents mainly related to the concept that good manners and practical will are indispensable for the member of a nation or a society

Comparison

Japan High School Text BookFeatures:Textbook are authorized by MEXTReflect moral contents instruction (47 points in 4 categories)FindingsStructured, consistent, colorful, and interesting.Heuristic approachSome ambiguous topics laid open ended

Indonesian High School Text BookFeatures:Textbook are outlined but not authorized by MoNEReflects 18 concise valuesFindingsStructured, inconsistent, bicolor, and not too interesting.DictativeSome immoral topics

FindingJapan has implicitly embedded some Buddhism or Shintoism teaching, and they allow students to construct their own understanding rather than telling.

1. It is significant to apply heuristic/constructive approach in the class

2. There is wide chance for moral/religion to be integrated in many subjects

3. The integration will work better if the specialist or the practitioner is also invited to design the class/book