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      Communicative Approach in the Five Curricula of English Subject for Secondary Schools: A Paradox in English Language Teaching in Indonesia

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      communicative approach, communicative language teaching, CLT

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          The English curriculum implemented in the Indonesian secondary schools has undergone some development in the past few decades. The development is meant to ensure that the curriculum remains up to date with the development of English language teaching theories and practices in the world. This paper discusses the English curricula which were developed in 1984, 1994, 2004, and 2006 and critically analyses the communicative approach that has been implemented in Indonesian secondary schools. The newest 2013 curriculum is also discussed, but only superficially as the curriculum was just officially implemented at national level in the end of 2019. The writers finally offer some recommendations for future curriculum developers and government officials in order to improve English language teaching and learning in Indonesia.

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          ScienceOpen Preprints
          11 February 2021
          [1 ] Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia
          [2 ] The English Department, Faculty of Cultural and Social Sciences, Gajayana University of Malang

          This work has been published open access under Creative Commons Attribution License CC BY 4.0 , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com .

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          English curriculum, communicative approach, CLT


          Dear all,

          Thank you for your review of our pre-print article. 

          We will update and revise one of our references. Though the DOI is correct, it should be Bjork, 2006 instead of Yue et.al, 2006.

          Kind regards,


          2021-02-27 08:15 UTC

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