English

English

I couldn't help being overwhelmed with grief on reading the
article by Prof. Andi Hakim Nasution of the Bogor Institute of
Agriculture on the problem of mastering English in the
universities, published in Kompas on Dec. 18, 1996. The reason
for my apprehension was that the article unmistakably revealed
that no satisfactory improvement has yet been achieved, generally
speaking, in the matter of mastering English by university
students.

Although in a different branch of education, I introduced a
Technical Law-English course in the fourth grade of the
International Law department at the law faculty of Padjadjaran
University, Bandung in 1964. My proposal to install the course in
the curriculum was accepted by the then deputy dean, Paul
Mudikdo, who is now teaching in Utrecht University in Holland. At
the same time, the course was also adopted by the Constitutional
Law department, under the chairmanship of (now Prof. Dr.) Sri
Sumantri.

The motivation behind my proposal was the vision that law
students in the future, if good fortune allows them the
opportunity as officials, would then be able to give speeches and
converse in English at international conferences.

Now, after three decades have passed, it appears that the
teaching and study of English in the universities, as witnessed
by Prof. Nasution's writing, is still a problem. I wonder what
the leadership of the faculties responsible have to offer in
terms of a response and explanation of the problem raised by
Prof. Nasution in his article.

The TOEFL scores brought up in the analysis should be seen as
serving only as a yardstick to indicate a particular degree of
proficiency in the pursuit of a higher stage of academic
learning. But it must be borne in mind that the dire need for
international communication in business, tourism, cultural and
diplomatic societies nowadays is more than just complacency, or
perhaps indulgence in pride, resulting from the possession of
TOEFL certificates.

By way of conference, just listen to the superb discussion in
English for a half hour by Minister of Foreign Affairs Ali Alatas
on the question of East Timor on the prestigious question and
answer program hosted by Riz Khan on CNN at 8:30 a.m. on Dec. 20,
1996. Questions that sounded critical and rather cynical poured
in by phone from Israel, Sweden, Switzerland and Portugal.
Admirably, Alatas answered and explained tactfully and eloquently
in flawless English.

While listening, I felt a hope creeping up within myself that
the younger generation would be able to follow suit in the
proficiency of English discussions like the one demonstrated by
Alatas, who was in New York, on CNN.

Meanwhile, we should look at the examples of proficiency in
English teaching and learning at elementary schools in Malaysia
and the Philippines as if we want to make improvements. It is
necessary in mastering English to visualize a change of status
and development of the country in the international economic and
cultural fields in the 21st century.

Our youngsters must not be left too far behind from their
Malaysian and Filipino brethren in the matter of English skills.
In view of this ideal, we must start learning English in the
elementary schools, like the elder generation learned Dutch
during the colonial period. As a foreign language, Dutch is
surely far more difficult than English.

SAM SUHAEDI

Jakarta