Comparative Analysis Of The Chinese Teachers In National School And International School In Surabaya, Indonesia

Chinese Education in Indonesia has experienced two major changes: the New Order era ofreform and the opening-up period. The New Order period was from1968to1998. TheReform and opening-up periods were from May1998to the present, and this was when theIndonesian government started to allow Chinese-Indonesians to accept Chinese education.Teaching Chinese in Indonesia was interrupted for about32years. In this32-year period,many people did not learn proper English either. Most people learned Chinese secretly byrequesting a private tutor to teach them Chinese at home. From1998, the Indonesiangovernment began to allow education reform. Although this policy has been maintained for16years, Chinese-language teaching in Indonesia still has a lot of problems. Although manyIndonesian Chinese-language teachers go to China to learn Chinese, they returned toIndonesia with some inaccuracies and improficiencies in their Chinese grammar and/orteaching methods.According to the Chinese community in Indonesia, more established schools and Englishlessons are needed. Because of the support of many organizations, Surabaya, Indonesiaordinary schools and international schools have developed quite rapidly. Now Chinese hasbecome part of the ordinary school curriculum in international schools. However, SurabayaChinese teachers still have some shortcomings, therefore, in this paper, the author would liketo make deeper study of the current status of Chinese language teachers in Surabaya and solvethese problems step by step.The authors of the study are from the international Chinese teachers and normal schoolsof SDK.YOHANES GABRIEL, FEISIANG PRESCHOOL&ST.MICHAEL who took part incommon practice twice a year at SDK. YOHANES GABRIEL and taught Chinese language atthe FEISIANG PRESCHOOL&ST.MICHAEL International School, and are familiar withthe school and found that among Chinese teachers there are some problems which beardistinct characteristics. Through interviews, surveys, and comparative research, the authorcame to the conclusion that Chinese teachers of both schools have differences in every aspectthat produce a lot of these issues. These issues effect not only the students but also effects the schools and the teachers themselves. This means that Surabaya Chinese teachers of Indonesiastill need to engage in constant exploration and innovation. Let the future teachers of ChineseSurabaya Indonesia improve their quality and professional services.The author also offers some suggestions as to what areas need to be supplemented andimproved. Therefore, I hope this paper can give a greater understanding of the currentsituation of Chinese language teachers in Surabaya and that more schools offer some promiseof their help in perfecting in every aspect and detail the efficiency of Chinese languageteachers.