Relevant bibliographies by topics / Indonesian Teachers of English

Academic literature on the topic 'Indonesian Teachers of English'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Indonesian Teachers of English"

1

Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 22, 2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.
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Saefurrohman, Saefurrohman, and Elvira S. Balinas. "English Teachers Classroom Assessment Practices." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (March 1, 2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.

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The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.
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Riyanti, Dwi. "Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 2 (August 31, 2017): 115–29. http://dx.doi.org/10.25170/ijelt.v12i2.1472.

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The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.
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Tustiawati, I. A. Mela. "WHAT MOTIVATES PRE-SERVICE TEACHERS TO BECOME TEACHERS AND THEIR PERSPECTIVES OF ENGLISH TEACHING AS A CAREER OPTION." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 1 (March 31, 2017): 38. http://dx.doi.org/10.15639/teflinjournal.v28i1/38-56.

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Teaching motivation issues are well-researched in several countries. However, these issues have been rarely investigated in the Indonesian context. This study investigated motivational factors that influence pre-service teachers to enter English teacher training and their perspectives of English teaching as a career option. It comprised a survey of 140 pre-service teachers from a teacher training institution in Bali and two semi-structured group interviews. The results suggest that the participants are more influenced by intrinsic and altruistic factors than extrinsic factors. These findings contradict earlier studies of teacher motivation in developing countries and what is generally believed in Indonesia. Moreover, the development of the tourism industry in Bali seems to have a great impact on the participants’ perspectives of English teaching in Bali in particular and in Indonesia in general. Most of those surveyed held positive views of the development of English teaching as a career option. Finally the study suggested implications and recommendations for additional studies within the Indonesian context.
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Upa, Yunika, and Concilianus Laos Mbato. "ENGLISH TEACHER IDENTITY CONSTRUCTION: INDONESIAN TEACHERS’ MOTIVATION AND STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEEDS STUDENTS." PROJECT (Professional Journal of English Education) 3, no. 2 (March 17, 2020): 311. http://dx.doi.org/10.22460/project.v3i2.p311-321.

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Being a teacher in special needs school is not an easy job. Besides having to possess knowledge about children with special needs, special needs school teachers are required to have high patience and good mentality at work. One factor that affects the teachers’ success in educating students at special needs school, is the teachers’ motivation in carrying out their obligation. This study aimed to investigate what factors affected Indonesian teachers’ motivation in shaping and developing their identities and what strategies they used in teaching students with special needs.Using a qualitative method, the researchers gained data by interviewing teachers from two special needs schools in Yogyakarta, Indonesia. After analyzing the data, the researchers found that both intrinsic factors such as the desire to assist students with special needs to be more independent, and extrinsic factors such as family, students, and colleagues influenced the teachers’ motivation to teach in special needs schools in Yogyakarta. These factors played an important role in developing and shaping the teachers’ identity. The researchers also found that audio visual materials became the most effective and helpful strategies in teaching English for special needs schools. This study offers some suggestions for future researchers and Indonesian government.Keywords: Teacher Identity, motivation, teaching strategies, audio visual materials
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Khosiyono, Banun Havifah cahyo. "�How do Indonesian Teachers Use Teaching Materials?�: English Teachers� Perception." Research and Innovation in Language Learning 4, no. 2 (July 25, 2021): 160. http://dx.doi.org/10.33603/rill.v4i2.4416.

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This report is part of a larger study concerning teachers perception towards teaching materials and their effectiveness on professional development (PD) in Indonesia. This case study attempted to explore how the Indonesian teachers perceptions towards the use of English teaching materials for vocational students in Indonesia. Seven out of thirteen English teachers of vocational schools in Indonesia involved in this project were interviewed and observed to use the teaching English materials. Findings show that the teachers believed that they had some considerations to check what was contained in the teaching materials; their perceptions were influenced by some factors such as experience, needs, situation, students interest, students ability, workshop, and references; and the deficient time and different views among teachers were two major problems faced by the teachers when conducting textbook selection and analysis.
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Firdaus, Muhammad Anas, and Dini Restiyanti Pratiwi. "JENIS DAN POLA CAMPUR KODE DALAM PERCAKAPAN GURU DAN SISWA PADA WHATSAPP GRUP." SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia 9, no. 2 (July 5, 2021): 91. http://dx.doi.org/10.32682/sastranesia.v9i2.1872.

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This research was conducted to determine the code mixing patterns contained in the conversation between teachers and students on WhatsApp group class XII SMK Muhammadiyah 2 Andong. This research belongs to a qualitative descriptive study. The data used in the management of this research is in the form of writing, which is in the form of digital communication between teachers and students on the Whatsapp group media. The data sources of this research came from teachers and students of class XII SMK Muhammadiyah 2 Andong. The data were collected using listening techniques, tapping techniques, listening techniques without proficient involvement, and note taking techniques. The data analysis technique used is the BUL technique as the basic technique and the non-parafrasal form changing technique as a follow-up technique. The results of the analysis show that there are 3 type of code mixing with 9 patterns of mixing code in the speech. The code mix is divided into 2 patterns, namely Java-Indonesia-Java and Java-Indonesia-Java-Indonesia-Java-Indonesia. Mix code out is divided into 4 patterns, including: 1) Indonesian-English-Indonesian; 2) Javanese-English-Javanese; 3) English-Indonesian-English-Indonesian-English-Indonesian; 4) English-Javanese-English-Javanese. Meanwhile, mixed code mix was found in 3 patterns, including: 1) Indonesian-Javanese-English; 2) Indonesian-English-Javanese; and 3) Indonesian-English-Indonesian-Javanese.
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Hidayati, Maria, Evynurul Laily Zen, and Yazid Basthomi. "Indonesian Teachers’ Directives In English Language Classrooms." KnE Social Sciences 1, no. 3 (April 13, 2017): 164. http://dx.doi.org/10.18502/kss.v1i3.736.

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<p>English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers’ speech acts of ordering to be successful in their study. <strong></strong></p><p> </p><p><strong>Keywords: </strong><em>English language classrooms, speech acts theory, directives, sentence forms, speech acts strategies. </em></p>
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Cendra, Anastasia Nelladia. "Indonesian Novice English Teachers’ Identity Formation." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 41–53. http://dx.doi.org/10.15642/ijet2.2019.8.1.41-53.

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In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions. Keywords: beginning teachers, coping strategies, identity, tensions
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Hikmat, Mauly Halwat, Regina F. Santos, Suharyanto Suharyanto, Ainurvely Gehandiatie Maudy, and Khamlan Phommavongsa. "Toward Continuous Innovation in Teaching: Reflective Practice on English Teaching of Indonesian and the Philippine Teachers." Indonesian Journal on Learning and Advanced Education (IJOLAE) 5, no. 1 (December 15, 2022): 45–60. http://dx.doi.org/10.23917/ijolae.v5i1.19273.

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The ability to reflect on a teacher is critical as part of his/her self-agency to become a professional teacher. This research aimed to compare Indonesian and Philippine teachers' reflection practice on English teaching. The research was focused on 1) the questions teachers of both countries ask as the reflection in their Teaching, 2) their perceptions about their reflection of their teaching practice, and 3) their follow-up on the reflection. The participants in this study were 16 English teachers in the Philippines and 30 teachers in Indonesia. Data were collected through questionnaires, interviews, and observations and analyzed through inductive analysis techniques. The study revealed a slight difference in the focus of the reflective questions asked by the Philippine and Indonesian teachers. Indonesian teachers focus more on the students’ learning, while Philippine teachers do self-reflection. However, both countries' teachers thought reflection was important for their professional development. The structured reflection practice will likely help teachers of both countries plan their professional development and innovation in teaching practice.
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Dissertations / Theses on the topic "Indonesian Teachers of English"

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Imelwaty, Sri. "An investigation of teacher‐trainers’ perceptions of Indonesian English, proficiency in English, and training practices in West Sumatra, Indonesia." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/177.

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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.
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Hananto and n/a. "An analysis of CALL and implications for Indonesia." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060720.121226.

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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.
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Karea, Syahrial. "Indonesian secondary-trained EFL teachers teaching English to primary-age children: A study of motivational factors and EFL teaching knowledge." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/51ec3e6ea2cd42bc4f4397fae43c5f03523106a671fcb1bce841ec2e129b8a20/4090745/201605_Syahrial_Karea.pdf.

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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...
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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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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.
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5

Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.

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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.
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Farmasari, Santi. "Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205615/1/Santi_Farmasari_Thesis.pdf.

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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.
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7

Exley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.

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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.
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Mumu, Embly. "An Exploration of Teachers’ Beliefs on the Integration of Culture in Teaching English as a Foreign Language in Junior High Schools in Minahasa/Indonesia." Thesis, Mumu, Embly (2017) An Exploration of Teachers’ Beliefs on the Integration of Culture in Teaching English as a Foreign Language in Junior High Schools in Minahasa/Indonesia. Professional Doctorate thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/36472/.

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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.
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Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

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Cahyono, Bambang Yudi. "Rhetorical strategies in the English and Indonesian persuasive essays of Indonesian university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ47744.pdf.

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Books on the topic "Indonesian Teachers of English"

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Salim, Srinawati. Indonesian dictionary & phrasebook: Indonesian-English, English-Indonesian. New York: Hippocrene Books, 2007.

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Willie, Koen, and Davidsen Katherine, eds. Tuttle concise Indonesian dictionary: Indonesian-English, English-Indonesian. North Clarendon, Vt: Tuttle, 2006.

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Davidsen, Katherine. Tuttle compact Indonesian dictionary: Indonesian-English English-Indonesian. North Clarendon, VT: Tuttle Pub., 2009.

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Johnson, Helen L. Selected Indonesian vocabulary for the executive: Indonesian-English, English-Indonesian. Jakarta: Gramedia Book Pub., 1987.

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Salim, Srinawati. Modern Indonesian-English, English-Indonesian practical dictionary. New York: Hippocrene Books, Inc., 2009.

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Sutjaja, I. Gusti Made. Balinese vocabulary: Refine-common : Balinese-Indonesian-English, English-Balinese-Indonesian. [Denpasar?]: Lotus, 2005.

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Indonesian education: Teachers, schools, and central bureaucracy. New York: Routledge, 2005.

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Indonesian. Lincolnwood, IL: NTC Publishing Group, 1993.

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Salim, Peter. Practical English-Indonesian dictionary. Jakarta: Modern English Press, 1990.

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Hassan, Shadily, Wolff John U, and Collins James T, eds. An Indonesian-English dictionary. 3rd ed. Ithaca: Cornell University Press, 1989.

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Book chapters on the topic "Indonesian Teachers of English"

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Taopan, Lita Liviani, Christi A. Malaikosa, Imanuel Y. H. Manapa, Santhy Givend Pandie, and Agustina Aloojaha. "Readiness for technology-based teaching among prospective English teachers in Indonesian border universities." In Post Pandemic L2 Pedagogy, 84–88. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-14.

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Ilmi, Ma'rifatul, Nur Arifah Drajati, Kristian Adi Putra, and Maria Hidayati. "Technology-based English teaching: A voice from an Indonesian English teacher during COVID-19." In Teacher Education and Teacher Professional Development in the COVID-19 Turn, 42–46. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003347798-7.

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Imelwaty, Sri, Edwar Kemal, Suharni, Lili Perpisa, and Ching-Yi Tien. "The global orientation in Indonesian government locally endorsed secondary students' English textbooks." In Teacher Education and Teacher Professional Development in the COVID-19 Turn, 35–41. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003347798-6.

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Idris, Khairiani, and Kai-Lin Yang. "A Study of Indonesian Pre-service English as a Foreign Language Teachers Values on Learning Statistics." In ICME-13 Monographs, 329–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03472-6_15.

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Alfian, Mirella Wyra, and Marietta Rossetto. "Language Learning Strategy use by Prospective English Language Teachers in Indonesia." In Publishing Higher Degree Research, 95–104. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_10.

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Sitorus, Mei Lusiana, Ilza Mayuni, Ifan Iskandar, and Yinghuei Chen. "In-service English teachers' reflection in an online professional development program in Indonesia." In Teacher Education and Teacher Professional Development in the COVID-19 Turn, 192–98. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003347798-27.

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Ravimandalam, Seetha. "English Exam Prep." In Beginning Teachers, 33–37. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_6.

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Ashadi, Ashadi. "Pre-service English Language Teacher Employability Issues: Voices from Indonesia." In Handbook of Research on Teacher Education, 399–415. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_20.

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Brown, D. D., W. S. Hyde, and E. C. Pettet. "English Literature." In Handbook for History Teachers, 1017–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-177.

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Hamied, Fuad Abdul. "English Language Teacher Education Amid Policy Changes in Multilingual Indonesia." In Local Research and Glocal Perspectives in English Language Teaching, 433–46. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6458-9_27.

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Conference papers on the topic "Indonesian Teachers of English"

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Soraya, Irma, Fabiola D. Kurnia, and Setiawan Slamet. "Teachers' Motivational Strategies Used in Indonesian EFL Islamic University Students." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.59.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Wahyuni, Delvi, Witri Oktavia, and Ainul Addinna. "Indonesian High School Teachers’ Approaches in Teaching Literature in English." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.010.

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Sajidin, Nia Kurniawati, Dian Ekawati, R. Nadia R. P. Dalimunthe, and Aan Hasanah. "“Do It Yourself Video”: Equipping Indonesian EFL Teachers with DIY Video Creation Skill." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221705560560.

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Karea, Syahrial. "Teachers' Knowledge of English Young Learners In the Indonesian Context." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.37.

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Wirza, Yanty. "Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.
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Puspitasari, L., P. Batu, S. Kusumaningrum, and R. Wulandari. "Maritime English Teachers in Indonesia." In Proceedings of the 1st International Conference on Management, Business, Applied Science, Engineering and Sustainability Development, ICMASES 2019, 9-10 February 2019, Malang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.3-8-2019.2290737.

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Purwanto, Bambang, and Siti Aimah. "Teachers’ Code Switching Used by Indonesian Lecturers in EFL Classrooms." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.52.

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Lestari, Yuni, Kamaludin Yusra, Arifuddin Arifuddin, and Ni Wayan Susanti. "English Teachers’ Responses to the New Indonesian Education Paradigm: A Case Study of Batu Layar English Teachers’ Consultative Group." In Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-11-2020.2310178.

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Susiati and Elok Mufidati. "An Evaluation of Indonesian English Textbook for Secondary School: Teachers’ Perspective." In The 5th Progressive and Fun Education International Conference (PFEIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201015.024.

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Reports on the topic "Indonesian Teachers of English"

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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6309.

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.

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David, Rosa. Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2295.

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Grossman, Pam, Susanna Loeb, Julia Cohen, Karen Hammerness, James Wyckoff, Donald Boyd, and Hamilton Lankford. Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16015.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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O'Malley, J. M., L. Kupper, A. U. Chamot, G. Stewner-Manzanares, and R. P. Russo. Basic Skills Resource Center: A Descriptive Study of Learning Strategy Applications by English-as a-Second-Langage Students and Teachers in the Army. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada159908.

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