The productive in their students’ learning of

conclusion, EIL curriculum development suggest to separate ELT from the culture
of Inner Circle countries. It also suggest that teaching methodology has to
proceed in a manner that respects the learning of Indonesian culture which is
our local culture. An understanding of learning these cultures should not be
based on cultural stereotypes, in which assertions about the users’ roles and
approaches which often compared to Western culture. Rather an understanding the
learning of local cultures depends on a particular classrooms examination. Although
it is significant to recognize that what happens in a specific classroom
influenced by social, political and cultural factors of the larger community, each classroom is unique in the way the learners and
teacher in that classroom interact with one another in the learning of English.
Given the diversity and variety of learning the local cultures, it is
unrealistic to imagine that one method, such as CLT, will meet the needs of all
learners. Rather, local teachers must be given the right and the responsibility
to use methods that are culturally sensitive and productive in their students’
learning of English. Common assumptions regarding English teaching have been
largely based on an instructional context in which immigrants to
English-speaking countries learn English often as a replacement for their first
language. Today, however, English is being studied and used more as an
international language in which learners gain English as an additional language
of wider communication. Hence, the dominance of native speakers and their
culture has seriously challenged. Given this shift in English, it is time to
recognize the multilingual context of English use and to put aside a native
speaker model of curriculum development. Only then can an appropriate EIL
curriculum developed in which local educators take ownership of English and the
manner in which it taught.