|dc.description.abstract||This paper is a based on a grounded reasearch problem on the relationship between the world of professional work and education. Within the umbrella of Indonesian Quality Framework (KKNI), the focal reseacrch problem is: How can we equip English Teacher with accountable Generic Competence in NNs setting Indonesia? This research addresses a tour-of-duty primitive question in Teaching English as a Foreign Language in NNs setting Indonesia in general, and particularly at English Department in various Institute of Education in Indonesia. This research report is within the framework of grounded research on Designing English Learning and TEFL Text Standard following Indonesian Quality Framework perspective (KKNI, hibah kompetisi, 2016), sponsored by Indonesian Directorate of Higher Education.
Education has been at a cross-road. As reminded by past great teachers, the world is one ...., and the significant problems we face cannot be solved at the same level of thinking we were at when we created them.... We shall require a substantially new manner of thinking if humanity is to survive. (Albert Einstein). This message remotivated the universe universities to review their paradigm crises, and now they design generic competence, and it has now been university world-wide concern since 2000, European House, American Continents and some Asian countries. Within ongoing millenial paradigm problem state of affairs, What is the relationship between the world of work and education ? This research is a grounded enterprise research following Indonesian Quality Framework perspective, accomodating various transformative praxis model, designing a paradigm model, and doing action-research TEFL classes at English Department to deal with the issue, with a particular posited problem: How can we equip English Teacher with accountable Generic Competence in NNs setting Indonesia?. Generic competence is a competence that works at cross-disciline levels (Cf. Reigluth, 1999). The methodology is grounded meaning that on a generic perspective, first it revisited language and language teaching paradigms from Plato’s era to the present state of affairs, configured its yields in English Language teaching methodologies, and try to find solution at praxis level in a transformative perspective. At present TEFL schools of methodologies are swinging in the pendulum of schools of behavioristic structural functionalisms, approach, and various other Communicative models. At praxis, this research proposed a paradigm in Indonesian perspective, and with action research launched how it works for English teacher, to regain generic teaching skill at TEFL at classroom praxis in Indonesian context. The whole work is an advent for a two-years research (four semester research, 2015-2016). The finding stated a begining model of TEFL generic competences for classroom teaching on a basis of a relatively sound paradigm at praxis level – model of IQF Quality-6 (S1 degree) teaching Qualty-1 (grade 7-9) and Quality-2 (Grade 10-12) with respect to teacher’s doing with English curriculum at hand.||en_US