A CRITIQUE OF TRADITIONAL PEDAGOGICAL 
METHODS IN THE TEACHING OF ENGLISH 

LANGUAGE SKILLS 

Cecilia Titiek Murniati l 

Abstract: This paper is a critique of traditional pedagogical method 
in the teaching of English skills. In Indonesia. the emphasis of the 
teaching of English skill is on preparing students for jobs and 
standardized tests. While these purposes are necessary to improve 
students'languagejluency. they are insufficient to equip students with 
skills they need to perform beyond college life. This paper argues that 
the focus of English teaching in college should be on the improvement 
of higher order thinking skills and the fostering of self-authorship. 
The paper uses socio-cultural theories of learning to discuss self-
authorship and offers pedagogical implications on the basis of those 
theories. 

Key words: socio-cultural theories of learning. self-authorship. 
pedagogy 

INTRODUCTION 

Recent developments in the teaching of English necessitate both 
curricular and pedagogical changes. Hinkel (2006:110) suggests that 
"recognition of the essential roles of the teacher and the learner and of the 
need for situationally relevant language pedagogy has brought about the 

Dra. Cecilia Titiek Murniati, M.A. <celiajalu@yahoo.com> is a lecturer at 
the Faculty of Letters, Soegijapranata Catholic University, Semarang. She is 
currently working towards her Doctorate degree in the Higher Education 
Administration. Educational Policy and Leadership Studies, University oflowa 
College of Education, U.S.A. 





























C. T. MUrtliati, A Critique Of Traditional Pedagogical Methods 73 

To get students involved in meaningful interactions, the integration of skills 
seems to be an inevitable approach from socio-cultural theories. language 
skills can no longer be regarded as separate knowledge. Rather, they are 
closely connected and complementary. Teachers of English in higher 
education need to be cognizant of the needs of students to learn and gain 
knowledge from peers, teachers. and even outsiders to develop their self-
authorship. 

A FINAL WORD: THE FUTURE OF THE CURRICULUM AND 
PEDAGOGY IN THE TEACHING OF L2 SKILLS 

Globalization and technological advancement demand on-going 
transformations and improvements in all spheres of life including higher 
education. In response to those changes. it is imperative that teachers of 
English in higher education institutions and policy makers take into account 
the current development in the teachingofl2 skills as well as the changes of 
sociopolitical and cultural aspects of society to make informed decision in 
regard to curricular or pedagogical transfonnations. Socio-cultural theories 
oflearning are useful frameworks to adopt if the focus ofl2 pedagogy is to 
improve learners' communicative and cognitive development. 

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