Dissertations / Theses on the topic 'English teachers Indonesia'

Computers have begun to be exploited for English teaching purposes by some Indonesian teachers. Unfortunately, the potential of the computer is not fully realized. There is also a danger that the computer is misused. For example, the computer use is limited to delivering exclusively dri11-and-practice exercises. It is, therefore, very essential for Indonesian EFL teachers to explore avenues for improving the computer use. The aim of this study is explore how CALL (Computer Assisted Language Learning) is used in the ACT in order to encourage and improve the use of CALL in relation to English teaching in Indonesia. In this study, the different theories of CALL are reviewed. This is followed by a description of how CALL is utilized in the ACT. This CALL survey is offered as a model for comparison. Since CALL is still considered a controversial issue, students' and teachers' attitudes toward CALL are also investigated. Finally, implications and suggestions are put forward for Indonesian EFL teachers and educational authorities. Important insights from the survey are emphasized. Necessary information which was not found in the survey, such as the latest developments in CALL, is included.

This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

The place of culture has been recognised as crucial in the teaching and learning of English as a Foreign Language (EFL). However, researchers have found that EFL teachers are often confused, face difficulties and lack knowledge of the concept of culture and its pedagogical instruction (what and how to teach). Relatively little has been researched about the beliefs and practices of EFL teachers regarding this topic at beginner levels and in geographical contexts where English is “very foreign” (third or fourth language). This study explored Minahasan EFL junior high school teachers’ beliefs on the integration of culture in their teaching. Five EFL teachers were involved and the study specifically employed three qualitative techniques for data collection: semi-structured interviews, class observations and stimulated-recalls interviews (based on past video recordings of practice). Consistent with extant research these EFL teachers held positive beliefs about the importance of culture in EFL teaching (Byram, 2013; Byram & Kramsch, 2008; Kramsch, 1993, 2006, 2013; Liddicoat, 2002, 2008, 2014). They understood culture as ‘a way of life’ (Brown, 2007) and believed that the teaching of culture was critical in developing successful communication skills and in building intercultural communication. Speech acts and small “c” cultures (Lee, 2009) mostly from American culture (US) were the focus of their teaching, accompanied with the use of a comparative method (Byram, Gribkova & Starkey, 2002). To some extent, constraints (limited exposure and knowledge of intercultural competence, materials, IT) and curriculum affected their beliefs and practices regarding teaching culture and language. The perspectives of these EFL teachers from Minahasa/Indonesia provide useful insights for developing a base model for cultural instruction in junior high schools in Minahasa and similar education contexts. Further studies in intercultural competence and pragmatic instruction (speech acts) from a larger number of teachers, educators and learners’ perceptions will help to enhance the understanding and knowledge about teaching language and culture.

This study investigated teacher-trainers’ perceptions of the construct ‘proficiency in English’, and the manifestation of the perceptions in training practices. The degree of fit between perceptions and practices was discussed to inform English language teaching pedagogy with respect to the development of a distinctly Indonesian variety of English. A sequential mixed method research design underpinned this study. The research was conducted in West Sumatra province, Indonesia. Research findings indicated the gaps between perceptions and practices.

This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as ‘New Times’ (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers’ professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers’ knowledge of their own and students’ pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers’ knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semi-structured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers’ descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers’ professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students’ pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers’ pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students’ or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners’ needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

This qualitative instrumental case study analyzed the manifestations of teacher agency through one complete cycle of a School-Based Assessment (SBA) practice of English in a primary school in Indonesia. Through an ecological approach, this study indicates that agency is influenced by teachers’ past experiences, perspectives and beliefs, and the school’s cultural, structural, and material conditions; some of which are enabling and constraining teacher agency. A problematic relationship between agency and sound language assessment in terms of validity, reliability and fairness was revealed. Actions to be taken by national policy makers, the school, the SBA practitioners, and teacher educators are recommended.

Indonesia has employed secondary-trained EFL teachers to teach English to children since the EFL program was introduced in primary schools in 1994 (Suyanto, 2004). Many EFL teacher educators in Indonesia have debated the employment of these teachers in primary schools because they were prepared to teach English to secondary school students; it has been assumed that their educational background is not relevant to undertake the teaching task at the primary level. The research investigated motivational factors that have brought secondary-trained EFL teachers in Indonesia to choose the EFL teaching profession and to teach English to children in primary schools, and analysed the EFL teaching knowledge these teachers used to work with children in primary classrooms. The overarching questions of the study are: “What motivational factors have led secondary-trained EFL teachers to teach English in primary classrooms?” and “How do these teachers approach the work of EFL teaching in primary classrooms in Indonesia?” The study used a qualitative research approach underpinned by interpretive phenomenology (Heidegger, 1962; van Manen, 1997) to understand the motivational factors and the EFL teaching knowledge of the participants. Interpretive phenomenology supported the researcher’s interest in the experience of secondary-trained EFL teachers working in primary contexts in Indonesia. Thirteen participants from nine primary schools in Jambi City, Indonesia were chosen to participate in the study. The participants were interviewed and their practice was observed...

This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions. The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components, the fact that teacher educators have no expertise in EYL (English for Young Learners), and the lack of provision of English and other knowledge relevant to English in PGSD (Primary School Teacher Education). The third major finding reveals in-service education has not been adequate to prepare teachers to teach English at primary level due to a limited number of quality teacher educators; poor management in terms of planning, evaluation, and transparency in participant selection; impractical orientation; as well as discrimination against teachers with non-civil servant status. The fourth major finding highlights a shift towards the constructivist paradigm in language teacher education that has placed a greater role on student teachers to be responsible with their own professional development. This is apparent in the incorporation of technologies, the employment of innovative teacher education that flexibly combines learning-teaching options to generate critical discussion and empower reflection, and the creation of opportunities for student teachers to exercise their pedagogical practices and acclimatize to teaching environment. The study argues that various policy reforms that are intended to prepare teachers with the demands of their vocation are groundless without specific policy measures. At pre-service level, the policy measures include the establishment of Concentration on EYL (English for Young Learners), Certification in EYL, and the provision of English skills for prospective primary school teachers in PGSD. At in-service level, policy directives also ought to specify the flourishing role of teachers groups (Kelompok Kerja Guru/KKG) to help sustain the professional development of teachers at the local level. A bottom up approach in teacher education policymaking has been suggested as necessary and culminates in the proposal to establish the Consortium in Primary School English Teaching.

碩士
義守大學
應用英語學系
104
One’s attitudes can determine whether or not he is successful in doing his job. This case also applies to teachers. This research examined attitudes of primary school English teachers towards Total Physical Response (TPR) method by conducting quantitative and qualitative methods. The respondents filled a questionnaire based on three aspects (cognitive, affective, and behavioral) and then answered some interview questions for the last part of it. The results showed significant differences in both affective and behavioral component concerning the level of success in applying TPR method. We observed that the more positive feelings and behavior they had towards TPR, the stronger their success scores became. 60 % teachers are improvising teaching materials and 84 % teachers still use mother tongue in class. There were 52 % of respondents did not encounter problems in applying TPR and 48 % of them did. We also found that the most of the factor affecting the failure of teachers in applying TPR method are management control. It is hoped this study will provide schools principals, curriculum designer, supervisors, and teachers information for the improvement of learning, curriculum development at schools and improve teacher professionalism.

Research Doctorate - Doctor of Philosophy (PhD)
A study into English language teaching in Indonesia has been conducted. English language teaching in Indonesia has not been successful in its goal of producing effective English speakers. Part of the problem has been inadequate teaching. The Indonesian government has taken steps to improve the quality of English as a Foreign Language (EFL) teachers. One of these steps has been a process of certification. The main objective of the certification for EFL teachers was to improve the quality of teachers, specifically, to strengthen their professional competence. With certification came an increase in remuneration. There is little evidence that certification has improved the quality of EFL teachers. The data gathered by the current study provides further evidence that the current process of certification has not produced the desired result. Teacher certification in Indonesia is problematic because the notion of professional competence proposed by the Ministry of Education is insufficient to cover a broader conception of professional competence. Teachers are only assessed through portfolio; there is no assessment of their performance in the classroom. There is little evidence that certification improves teachers’ professional competence. There is no training incorporated into certification to improve teachers’ competence. The current study examined attitudes towards certification by EFL teachers and EFL assessors. Quantitative (surveys) and qualitative data (interviews) were gathered. Analyses of the data showed widespread dissatisfaction with the current process of certification. On the basis of empirical findings and theoretical perspectives, a proposal for an improved process of teacher certification is presented. This process includes pre-training and post-training, observation of teachers in classrooms, and on-going certification. The current study makes a substantial contribution to a reconceptualization of certification of EFL teachers in Indonesia.

This study contributes to an understanding of why the implementation of new curriculum in the teaching of English as a foreign language continues to be unsuccessful in Indonesia, through exploring teachers’ own conceptualizations of themselves, and their responsibilities and practices as professionals. The study sets out to examine factors that have affected teachers through their formation as learners and as professionals, and considers how these factors influence their beliefs and attitudes towards their practice and their responses to curriculum change in secondary high school classrooms in Indonesia.

This qualitative study explores the way various education stakeholders, including students, parents and other subject teachers (OSTs), perceive Indonesian teachers of English (ITEs) in relation to the strong preference for native English-speaking teachers (NESTs) in the field of English language teaching in Indonesia. More importantly, it investigates the way the ITEs perceive their professional selves despite the other stakeholders’ perceptions. The study also explores some relevant issues, such as the way the stakeholders perceive English, the way they conceptualize an ideal English teacher, the way they understand the term ‘native English speaker’ and the way they perceive NESTs. The study was conducted at a senior high school in Malang, Indonesia, involving 178 third-year students, twelve parents, eight OSTs and six ITEs. Semi-structured interviews were employed for collecting data from eighteen students, the twelve parents, the eight OSTs and the six ITEs. In interviews with the students, a computer-based image elicitation technique was used for exploring the racial aspects of students’ various concepts of an ideal English teacher. Additionally, 160 students were involved in group discussions. In the data analysis, a hermeneutic-reconstructive approach was used. This study reveals that the participants’ perceptions of English are not isolated from sociocultural, economic and political factors related to the language. This suggests that there is a discourse closely intertwined with such complex factors in classrooms which influences the identity of teachers. Furthermore, it is found that the participants’ conceptualizations of an ideal English teacher are multifaceted. The native speaker fallacy, the belief that ideal English teachers are native speakers of English, is visible among the students and there is a racial dimension to the students’ various concepts of the teacher. Nevertheless, the fallacy was not dominant in the participants’ conceptualizations. Generally, the perceived characteristics of an ideal English teacher identified in this study favor neither NESTs nor NNESTs. Therefore, there are opportunities for both NESTs and ITEs to be regarded as ‘good’ English teachers. The study also indicates that the native speaker fallacy is problematic not only because it is founded on misconceptions about native English speakers, but also because there are misunderstandings about the term ‘native English speaker’, particularly among students and parents. Surrounded by such problematic issues, the professional identity of NESTs and ITEs were perceived differently by the participants. The stereotype of NESTs as ‘superior’ teachers had influenced the way the participants perceived NESTs and ITEs. NESTs were seen as having more strengths, particularly by students, parents and OSTs. ITEs, by contrast, were perceived as having more varied strengths and weaknesses. The students, parents and OSTs used the stereotypical image of NESTs as ‘superior’ teachers as a benchmark against which to assess ITEs. ITEs perceived themselves positively despite the presence of negative perceptions. Through the analytical lenses of social identity theory (Tajfel, 1978) and dialogical self theory (Hermans, 2001), this study has identified two factors contributing to ITEs’ self-perceptions: (1) ITEs’ awareness of different characteristics of NESTs and ITEs, and their ability to see their distinctive features as strengths, and (2) ITEs’ ability to see other individuals, particularly students, as an important element of their professional selves. Overall, this study contributes to the understanding of the complexity and multifacetedness of ITEs’ professional identity.
Thesis (D.Ed.) -- University of Adelaide, School of Education, 2015.

This study is focused on learning English as a Foreign Language (EFL) and on the effectiveness of existing methods of communicative language teaching. An applied linguistic analysis of EFL teacher trainees' communicative competence at the University of Jember, Indonesia is performed.
Thesis (M.A.) -- University of Adelaide, Dept. of Linguistics, 1997

abstract: This dissertation delves into some EFL stakeholders' understanding of spiritual identities and power relations associated with these identities as performed in an undergraduate EFL teacher education program at a Christian university in Indonesia. This study is motivated by an ongoing debate over the place of spirituality, especially Christianity, in ELT. In this project, religions are considered to be windows through which one's spirituality is viewed and expressed. Spiritually associated relations of power indicate discrepancies due to positioning of one person committed to a spiritual view in relation to those having similar or different spiritual views. The purpose of exploring spiritually associated identities and power relations is to provide empirical evidence which supports the following arguments. The integration of spirituality in ELT, or lack thereof, can be problematic. More importantly, however, spirituality can be enriching for some EFL teachers and students alike, and be presented together with critical ELT. To explore the complexity of power relations associated with some EFL stakeholders' spiritual identities, I analyzed data from classroom observations, four focus group discussions from February to April 2014, and individual interviews with 23 teachers and students from February to September 2014. Findings showed that Christian and non-Christian English teachers had nuanced views regarding the place of prayer in ELT-related activities, professionalism in ELT, and ways of negotiating spiritually associated power relations in ELT contexts. Students participating in this study performed their spiritual identities in ways that can be perceived as problematic (e.g., by being very dogmatic or evangelical) or self-reflexive. Classroom observations helped me to see more clearly how Christian English teachers interacted with their students from different religious backgrounds. In one class, a stimulating dialogue seemed to emerge when a teacher accommodated both critical and religious views to be discussed. This project culminates in my theorization of the praxis of critical spiritual pedagogy in ELT. Central to this praxis are (a) raising the awareness of productive power and power relations associated with spiritual identities; (b) learning how to use defiant discourses in negotiating spiritually associated power relations; and (c) nurturing self-reflexivity critically and spiritually.
Dissertation/Thesis
Doctoral Dissertation English 2014

博士
國立臺灣師範大學
數學系
106
The ability to understand statistical information written in English is prominent given the global status of English and the importance of statistics to understand data, variation and chance which are omnipresent in modern life. Furthermore, college students might need to read and understand statistical results of research in their field of study, while English continues to be the preferred language of scientific communication in most published articles. The main purpose of this research was to investigate the issue concerning the opportunities of learning through reading statistics texts written in English as a second language for Indonesian pre-service English as a Foreign Language (EFL) teachers by taking two components of reading, i.e., reader and text, and the interaction between the two. Accordingly, three studies were compiled to reach the purpose. Initially, Indonesian pre-service EFL teachers’ views on statistics were explored in study one, which involved their values on the learning and conceptions of statistics. Study two concerned on statistics text, in which a framework for analyzing the accessibility of statistics text was developed and subsequently utilized to analyze two versions of college statistics textbooks. By taking the components under one of the accessibility attributes proposed in study two, i.e., the integration of verbal and visual information, six versions of statistics reading materials were designed. Subsequently, study three explored the relationships between different versions of statistics reading materials and students’ reading comprehension. Findings from study one revealed that almost all Indonesian pre-service EFL teachers in this study acknowledged the utility of statistics, yet only 60% of them had a positive intrinsic value in learning the course. Conflicting beliefs expressed by both positive and negative intrinsic value were also found on some students. Meanwhile, three types of conceptions of meanings of data were found underlying the six categories and the three factors of conceptions of statistics: data as numerical numbers, data as numbers in problem contexts; data as information for investigation. Additionally, an instrument for measuring conceptions of statistics was developed and validated in this study. Findings from study two proposed five accessibility attributes of statistics texts, which might reveal not only the strengths and weakness of statistics texts for particular readers, but also to what extent the content knowledge of statistics is presented in the textbooks. The textbooks analysis conducted using the framework revealed several different characteristics between English and Indonesian version textbooks. Indonesian textbook more likely emphasizes on a knowledge-based view of statistics, in which statistical basic knowledge and data as numerical numbers with or without contexts are presented dominantly. English version presents both knowledge based and problem solving views of statistics and more dominantly addresses data as numbers in problem contexts or data as information for investigation. Findings from study three revealed that the verbal information in form of data scales provided on boxplot hinder students reading comprehension. Moreover, providing not scaled-labeled boxplots by sequencing the boxplot before the corresponding verbal information was more favorable for reading comprehension. The implications of the findings and further research were discussed.