THE PERSPECTIVES OF HOLISTIC EDUCATION IN BECOMING LITERATE IN ENGLISH OF AN ADULT INDONESIAN STUDENT

Abstract

Many studies on learners’ literacy in the language they learn reflecthow a learner learns a language. However, becoming literate in that languageis a personal experience. A case study conducted to an Indonesian postgraduatedegree Program at La Trobe University in Melbourne Australia gives anoverview of this reflection in which an EFL student being literate in English.This article is based on a study which addresses questions: (1) What are thefactors that enable an Indonesian adult student to acquire good literacy inEnglish, (2) In what particular ways that adult Indonesian student’s perceptionsabout her competence in English contribute to her academic studies in Englishspeaking. (3).To what extent are the contributions of becoming literate inEnglish to the Subject academic study as the perspectives of holisticeducation.The findings of this research are: (1) The factors that enable anadult Indonesian to acquire good literacy ability in English as the first questionof this research are family literacy practices, family’s perceptions about learningEnglish, teacher’s approach, preference for reading, and immersion in learningEnglish, (2) the Subject had two particular ways in which she developed hercompetence in English reading and writing: the way she engaged in the academicworld and the way she immersed herself in the English speaking country whenshe followed the Master Program, (3) The contribution of becoming literatein English to the Subject academic study as the perspectives of holisticeducation is in terms of self-concepts, the role of past experiences, and learningstyle.. This paper begins with a brief discussion of theories; becoming literatein EFL and learning from the perspective of holistic education.

Key words: holistic education and becoming literate