Journal articles on the topic 'Indonesian Teachers of English'
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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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Ayu Meiratnasari, Agus Wijayanto, and Suparno. "The Teacher’s Perspective on the Impact of Politeness Strategies in the Indonesian English Textbook on Student’s Communicative Competence." Issues in Language Studies 9, no. 1 (June 29, 2020): 166–78. http://dx.doi.org/10.33736/ils.1807.2020.
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The purpose of this study was to investigate teacher's perspectives of the impact of politeness strategies in the Indonesian English textbooks on student's communicative competence. The participants were two English teachers who taught in one of the senior high schools in Yogyakarta, Indonesia and five students. Discourse analysis of the interview data was conducted. The results showed that the teachers have a positive point of view about the authority of politeness strategies, reflected in Indonesian English textbooks, on their student's communicative competence. Unfortunately, the teachers could not explain in more detail the aspects of communicative competence which could be influenced by politeness strategies in the English textbooks. The interviews with the students indicated that politeness strategies reflected in their English textbooks supported the student's linguistic competence and strategic competence.
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Tursini, Umi. "Exploring Changes in Teachers’ Instructional Practice through Self-evaluation as a Meditational Activity: A Case Study." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 556. http://dx.doi.org/10.17507/jltr.0803.14.
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This study investigated an Indonesian English language teacher’s instructional practice and the extent to which the practice capable of change as a result of engagement in mediated self-evaluation. The study was framed using Vygotsky’s sociocultural theories. A case study, which drew on multiple data sources including interviews, classroom observations, and documentation, was employed. A range of artefacts including lesson video recording, student feedback, and collegial dialogue are used to self-evaluate teacher’s instructional practice. The qualitative analysis suggested that self-evaluation involving teacher's self-reflection on teaching in Indonesian university contexts had significant potential for mediating changes in instructional practice. The findings also revealed that teacher self-evaluation led to heightened self-reflection through which teachers understood themselves and their instructional practice more deeply in terms of their strengths and areas for development. This suggests that teacher self-evaluation contributes to professional learning by empowering teachers to transform their practice. Given that teacher self-evaluation is still a relatively new phenomenon in the Indonesian educational context; the positive outcomes reported in this study are promising. Hence, it is reasonable to recommend that educational leaders in Indonesia provide opportunities for teachers to formally self-evaluate. The necessary provisions must therefore be in place and will ideally include formal training or workshops on how to perform a self-evaluation, the allocation of time to carry out the process, and ongoing support to address teachers’ needs and concerns about the process in terms of consistency and timeliness.
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Nursanti, Rachmi Retno. "Classroom Strategies through Translanguaging for Multilingualism Students." English Learning Innovation 2, no. 1 (February 8, 2021): 17–27. http://dx.doi.org/10.22219/englie.v2i1.14653.
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This research aims to discover translanguaging strategy in the process of teaching English material to multilingualism students. Due to the Indonesian country is a multicultural, the children got their mother tongue is a local language, not Bahasa Indonesia as the national ones. The Indonesian students acquire two languages n their daily life; local language and Bahasa Indonesia. Therefore, the role of English teacher is to explain English materials using English as the target language, local language and Bahasa Indonesia to increase students’ comprehension. This research used qualitative research with grounded theory design. In collecting the data, the researcher used interview technique to discover further information. In this research, the use of L1 was mostly used in the classroom rather than L2. The students could understand the material because the teachers’ effort to translate the language from Bahasa Indonesia to English and vice versa. This phenomenon was challenging because of the lack of students’ confidence to practice English. However, translanguaging decreased students’ anxiety in the class because they could understand English well by using two languages; Bahasa Indonesia and English. the findings are easy to be implemented by the following teachers in teaching multilingualism students for non-English speaking country, because translanguaging facilitates students and teachers to learn English using affordable way.
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Sari, Rima Purwita. "Incorporating Cultural Exposure into Teaching Practices: Native Speaker Teacher vs Indonesian EFL Teacher." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 2 (June 4, 2020): 31–46. http://dx.doi.org/10.21831/lingped.v1i2.19896.
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As English language teacher, both Native English Speaker Teacher (NEST) and Indonesian EFL Teacher own professional competence as well their perception, assumption, beliefs and values that are shaped by their social and cultural interaction. They bring with them their personal and professional attributes into the classroom. As language and cultural aspects are interrelated, particularly since English is now a lingua franca, thus exploring how the different professional and personal background of English language teachers relates to their teaching becomes essential. The purpose of this study is to examine how teachers’ cultural exposure of the target language is incorporated and affects their teaching. This study is qualitative in nature, aiming to describe how the cultural exposures of three different types of teachers are reflected in their teaching practices. Data collection is done through semi-structured interview, class observation and document analysis. The finding shows that teacher’s cultural exposure affects their teaching philosophy and attitude considerably large, particularly in their perspective towards student-teacher rapport. The incorporation of the cultural exposure is done through content of teaching materials and instruction in the classroom. The three types of teacher demonstrate a similar approach and methods when teaching the language, despite the differences in their cultural exposure of the target language.
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Aulia, Muhammad. "Indonesian EFL teachers� intercultural profiles in Indonesian universities." EduLite: Journal of English Education, Literature and Culture 7, no. 2 (August 31, 2022): 323. http://dx.doi.org/10.30659/e.7.2.323-341.
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Being a foreign language and an intercultural educator in an English as a Foreign Language (EFL) context is full of complexities. With diverse sociocultural aspects in a context, it would be na�ve to implement a set of global profile of culture to all contexts. Therefore, the present study is held to start to investigate complexities on teacher individual level in the implementation of intercultural approach to EFL in Indonesian context. The study strives to interlink between the teacher belief and the characteristics of an intercultural teacher to indicate a teacher personal positioning toward the intercultural pedagogy. Through the method of narrative inquiry and narrative analysis, the teachers� narratives were collected by interviews and scrutinised. The study revealed that ambivalence and contradiction appeared in the teachers� beliefs about intercultural pedagogy. It has premises that a teacher�s positioning is affected by learning and teaching experiences, professional development, and personal experiences. Teaching context plays a central role in shaping the practices. The results show capacity building must be advocated and the identical studies must be replicated focusing on how a teacher develops intercultural communicative competence in order to bring quality of intercultural EFL pedagogy in Indonesia.
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Ramadhani, Rizqi Fajrin, Niken Reti Indriastuti, and Diyah Atiek Mustikawati. "CODE SWITCHING BY TEACHERS IN ENGLISH CLASS AT SMA MUHAMMADIYAH 1 PONOROGO IN ACADEMIC YEAR 2018/2019." EDUPEDIA 3, no. 1 (April 12, 2019): 8. http://dx.doi.org/10.24269/ed.v3i1.231.
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The aims of this research were identify: 1) The types of code switching, 2) Find out the factors influence the teachers to switch English into Indonesian or the opposite, 3) Analyze the impact of teacher’s code switching for the students. This research was held on SMA Muhammadiyah 1 Ponorogo. The research design was qualitative research especially case study. Research used observation and interview as the data collection technique in this research. To analyze the data the writer transcribing interviewing, scanning material, typing up field notes, coding process, making qualitative narrative, and making interpretation the data. Based on finding, the types of code switching which was used by English teacher at SMA Muhammadiyah 1 Ponorogo include tag code switching, inter sentential code switching, and intra sentential code switching with different quantities. The factor influence teachers to conducted switch English to Indonesian such as the students understanding was the big factor and the students characteristic were different, they had not same ability in English. Finally, the researcher proposed suggestion to the teachers to maintain using code switching during teaching and learning English in classroom, but continue to prioritize English as the primary. They could switch Bahasa Indonesia, but when used for certain purposes only.
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Nur, Johari, and Rizky Gushendra. "Indonesian English Teachers’ Perceptions on Using Online Teaching Platforms." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (January 3, 2022): 100–105. http://dx.doi.org/10.24036/icolp.v1i1.26.
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Due to Covid-19 Pandemic, all teachers in Indonesia are required to teach students remotely using appropriate online teaching platforms. There various teaching platforms to be utilized such as Whatsapp, Edmodo, Google Classroom, Ruang-Guru, Kahoot, Google Meet, Zoom Cloud, etc. These platforms enable the teachers to simply interacting with the students in teaching-learning processes. The objective of this research is to explore the Indonesian English teacher’ perceptions on using online teaching platforms. This research uses a quantitative approach. The subject of this research is 40 English teachers of Senior High Schools in Kampar, Riau. Questionnaires are used as a technique of collecting data. Results prove that most of the English teachers have positive perceptions on the usefulness, ease of use, and accessibility aspects of online teaching platforms.
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Endarto, Ignatius Tri. "A corpus-based lexical analysis of Indonesian English as a new variety." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 95–106. http://dx.doi.org/10.17509/ijal.v10i1.24993.
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The fact that English has been embraced globally by most countries as a second language has prompted its adoption in various media, such as television and newspaper. As a language is adopted by a community of non-native speakers, a new variety of it tends to emerge due to the influence of the linguistic features of those non-native speakers’ arterial language. In Indonesia, where English is spoken as a second or foreign language, there has been a growing number of newspapers published in it. Along with the trend of world Englishes, this raises a question about the possibility of a new variety called Indonesian English. Even though more and more Indonesian teachers start to realize that the goal of English language teaching is no longer to imitate native speakers’ variety, there is still little research done on the topic of Indonesian English. For that reason, by collecting online data from an English language newspaper published in the country, this research identified the lexical characteristics of English variety used by educated Indonesians. It is basically a corpus-based lexical study that employed Corpus Pattern Analysis (CPA) to describe contextualized data gathered from the online newspaper. The focuses of this study were contextual information about loanwords, word meanings, word forms, and collocations, which are pertinent to the Indonesian variety of English. The findings indicated that the lexical characteristics of Indonesian English could be categorized into roughly four groups, namely: Indonesian-origin loanwords, Indonesian English lexicon resulting from semantic shifts and those from morphological shifts, as well as Indonesian English collocations. By doing so, it is expected that this research can provide a theoretical basis for English teachers in Indonesia to embrace an English-as-a-lingua-franca approach in their instructions and anticipate a new variety that might exist in the future: Indonesian English.
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Dwi Rahmani, Bita, and Fitri Alyani. "Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers." Journal of Education Research and Evaluation 4, no. 2 (March 29, 2020): 103. http://dx.doi.org/10.23887/jere.v4i2.17515.
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The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (β =.27, p=0.028). It can be concluded that to increase the teacher’s competencies can be done by giving a chance to teachers to continue their study.
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Murniati, Cecilia Titiek, and Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.
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Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
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Suganda, Lingga Agustina, Bambang A. Loeneto, and Zuraida Zuraida. "Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia." Script Journal: Journal of Linguistic and English Teaching 3, no. 2 (October 13, 2018): 111. http://dx.doi.org/10.24903/sj.v3i2.202.
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This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.
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Supriadi, Yadi, Ratu Sarah Pujasari, and Ruslan Ruslan. "Teachers’ Digital Identity Management towards Their Current e-Professionalism: A Case in Indonesian EFL Context." JELITA: Journal of Education, Language Innovation, and Applied Linguistics 1, no. 1 (January 24, 2022): 45–55. http://dx.doi.org/10.37058/jelita.v1i1.4446.
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This study aims to investigate how teachers portray their digital identity towards their professionalism as a teacher which is manifested online. This descriptive case study involved four participants who were in-service English teachers from four schools in Tasikmalaya, West Java, Indonesia. The data were collected by conducting a semi-structured interview, after that, the data were analyzed by using Thematic Analysis (TA) based on Braun and Clarke framework analysis. Based on the results of the analysis, this case study produced three general aspects, namely social media preferences, teachers' participation in professional development, and teachers' unfamiliarity with digital identity. The findings of this study explain how English teachers describe their digital identity towards their current e-professionalism. Therefore, the results of this study provide empirical evidence and become a reference for other English teachers about the benefits of digital identity management that will help them improve their professional reputation in an online setting.Keywords: Digital literacy; digital identity; e-professionalism; online identity; teacher’s e-professionalism.
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Widiati, Utami, Nunung Suryati, and Nur Hayati. "UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 621. http://dx.doi.org/10.17509/ijal.v7i3.9824.
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This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.
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Rohiyatussakinah, Ina. "PERCEPTION OF INDONESIAN EFL TEACHER ON THE IMPLEMENTATION OF 2013 ENGLISH CURRICULUM." Journal of English Language Teaching and Literature (JELTL) 3, no. 1 (February 17, 2020): 23–32. http://dx.doi.org/10.47080/jeltl.v3i1.789.
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2013 Curriculum in Indonesia implemented since 2014-2015 , by the Ministry of Education and Culture of Republic of Indonesia. The reason is to build character education and improving student’s creative thinking are the main reason of the new curriculum development. research perception on the implementation of 2013 English curriculum and identified problem faced by teachers in implementing it. through qualitative design, the study was conducted at one senior high school in Serang. This study discloses EFL Indonesian Teacher perception 2013 curriculum, through interview teachers for in-depth analysis. The finding showed curriculum 2013 implemented, the teacher used specific syllabus and 3 workbook applied. Most of the teachers claim that English curriculum 2013 not easily to implemented, Difficulties in applying learning revolution, rubric of assessment, and using scientific approach to improve students English skill. The results confirm that process of 2013 curriculum from teacher perception and problem occurred by teacher. It also recommended that the teacher should put more effort on applying by joining any training, workshop and improve their creativity adapt to the advance of knowledge and technology.
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Moedjito, Moedjito, and ITO Harumi. "PERCEPTIONS OF THE SERIOUSNESS OF MISPRONUNCIATIONS OF ENGLISH SPEECH SOUNDS." TEFLIN Journal - A publication on the teaching and learning of English 19, no. 1 (August 29, 2015): 70. http://dx.doi.org/10.15639/teflinjournal.v19i1/70-92.
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The present study attempts to investigate Indonesian EFL teachers' and native English speakers' perceptions of mispronunciations of English sounds by Indonesian EFL learners. For this purpose, a paper-form questionnaire consisting of 32 target mispronunciations was distributed to Indonesian secondary school teachers of English and also to native English speakers. An analysis of the respondents' perceptions has discovered that 14 out of the 32 target mispronunciations are pedagogically significant in pronunciation instruction. A further analysis of the reasons for these major mispronunciations has reconfirmed the prevalence of interference of learners native language in their English pronunciation as a major cause of mispronunciations. It has also revealed Indonesian EFL teachers' tendency to overestimate the seriousness of their learners' pronunciations. Based on these findings, the study makes suggestions for better English pronunciation teaching in Indonesia or other EFL countries.
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Zurrahmi, Ummi, and Anita Triastuti. "Indonesian EFL students’ perceptions of effective non-native English teachers." Studies in English Language and Education 9, no. 1 (January 17, 2022): 299–317. http://dx.doi.org/10.24815/siele.v9i1.21720.
Full textAbstract:
Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.
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Sueb, Sueb, Ririn Pusparini, Anis Trisusana, Esti Kurniasih, and Nur Chakim. "A reflective study on Indonesian English teacher’s expectation from teacher forum for professional development." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (February 4, 2020): 53. http://dx.doi.org/10.33474/j-reall.v1i1.6116.
Full textAbstract:
Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. Almost all teachers say that increasing professionalism as an English teacher is the main motivation. In detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among English teacher professions. With diverse backgrounds ranging from English teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism.
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Harjanto, Arik Kurniadi, Dr Sumardi M.Hum, and Dr Sri Marmanto M.Hum. "CLASSROOM INTERACTION: A CASE STUDY IN INDONESIAN PRE-SERVICE ENGLISH TEACHERS' ONLINE WRITING COURSE." International Journal of Education and Social Science Research 05, no. 03 (2022): 169–76. http://dx.doi.org/10.37500/ijessr.2022.5311.
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In higher education, the impact of online educational technology and the online classroom has had a variety of outcomes. This case study aimed to investigate the characteristics of interaction in an online writing course. It was conducted at one of the State Islamic Institutes in Indonesia. One lecturer and 48 pre-service English teachers participated in the study. In the writing course, the pre-service English teachers had to write narrative text, report text, and descriptive text; and the questions related to the material by using Chatbot application. Online observations done in Google Meet and interviews were utilized to gather the data. Content analysis was used to examine the data gathered. The results indicated that teacher-student (class), teacher-student(group), and student-student interactions were applied in the online class to improve the pre-service English teacher’s engagement and comprehension towards English writing skill. Besides, reward, break online room and peer review in online document were detected as effective ways in improving the classroom interaction effectiveness.
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Rosari, Maria Dewi, and Ouda Teda Ena. "INACCURATE PRONUNCIATIONS OF ENGLISH VOWEL SOUNDS BY ONLINE INDONESIAN ENGLISH TEACHERS." Academic Journal Perspective : Education, Language, and Literature 7, no. 2 (December 1, 2019): 65. http://dx.doi.org/10.33603/perspective.v7i2.2557.
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Many English learners use English Teaching Channels on YouTube as an alternative source of learning. Most of those channels were organized by Indonesian teachers. The qualities of the teaching presentations on these channels are varied. Inappropriate use of vocabulary, inaccurate grammar, and mispronunciations are often found in these channels. This research attempts to study the inaccurate pronunciations of the English teachers. The study is deemed necessary due to the fact that learners consider online English teachers as good language model and as an alternative to access English learning materials. The result of the study shows that there are nine types of English vowels that are pronounced inaccurately by the teachers. Most of them are absent in Indonesian vowel system. Cautions should be made when using English Teaching channels on YouTube and some suggestions for Indonesian English teachers are presented.
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Budiharso, Teguh. "The Oral Language Proficiency of Indonesian English Teachers." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 177. http://dx.doi.org/10.21093/ijeltal.v4i1.436.
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This study reports an observation of the competencies of Indonesian secondary English teachers. An intensive observation over a two-week workshop session was performed involving 38 English teachers, with this group comprising 18 SMP English teachers and 20 SMA English teachers. Three aspects of the observation were identified for this study: competence in oral English, competence in written discourse, and the ability to motivate students in the classroom. This study revealed that English teachers lacked practice in speaking, resulting in an insufficient mastery of the oral use of English. In written discourse, the teachers showed a lack of mastery with rhetoric and the linguistic aspects of writing. In terms of strategies to motivate students in the classroom, the teachers generally lacked self-confidence
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Santoso, Wulandari, and Putri Rindu Kinasih. "Understanding University Teachers’ Perspectives of English Medium Instruction in Indonesia." Elsya : Journal of English Language Studies 4, no. 3 (October 25, 2022): 197–213. http://dx.doi.org/10.31849/elsya.v4i3.11031.
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Despite the massive growth of universities offering EMI in non-Anglophone countries including Indonesia, there is little research regarding the underlying rationales for the implementation of EMI and the perceptions of lecturers in relation to the enactment of EMI. Several studies have also highlighted the absence of official guidelines for EMI in this context, which has contributed to the dissimilar practices of EMI among Indonesian universities. This case study aimed to find out the underpinning rationales for the implementation of EMI at the Indonesian universities. It also aimed to investigate how lecturers at the Indonesian universities perceived the implementation of EMI. Semi-structured interviews were conducted with nine non-English lecturers from both state and private Indonesian universities. The results of this study showed that some factors, including promoting university internationalisation, enhancing academic reputations, and taking part in international competitions, were found to underpin the implementation of EMI. In addition, this study also underlined the issue of internationalisation in relation to Englishisation and its impacts on EMI. In this study, the participants' use of the Indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to value multilingual practices. Therefore, this study suggests that the Indonesian linguistic ecology where Bahasa Indonesia and English co-exist with the hundreds of local languages should be taken into consideration in the educational language policy-making.
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Lengkanawati, Nenden Sri. "EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education." TEFLIN Journal - A publication on the teaching and learning of English 16, no. 1 (September 3, 2015): 79. http://dx.doi.org/10.15639/teflinjournal.v16i1/79-92.
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This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq
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Anggraini, Laila Puspitasari, Ernis Ernis, and Joanna Maria Jelenska. "Students’ Perceptions towards Ideal Maritime English Teacher." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 02 (September 25, 2020): 29–35. http://dx.doi.org/10.35569/biormatika.v6i02.796.
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This paper discusses the perceptions of students about the characteristics of an Ideal Maritime English teachers in a vocational institution. It is an interpersonal point of view regarding of their perceptions of qualities of English teachers and teachers’ immediacy behavior (verbal or non-verbal) as a students’ academic motivation. A total of 60 students of 3 departments of the 2nd level was randomly involved. Results of this study show that students and teachers described the ideal teacher as a person who is friendly, young, enthusiastic, creative and humorous person whose gender is not important. Also, students expect their teacher to be a native speaker of Indonesian but fluent in English, someone who like to play educational games, and who teaches maritime context effectively by using real life situations to explain language item. The aim of this study is expected to give understanding of how teaching Maritime English in a foreign language context can be better.
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Anisa, Larasati, Lingga Agustina Suganda, and Hariswan Putera Jaya. "Indonesian English Teachers’ Social-Emotional Competence and Students’ English Learning Motivation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 83. http://dx.doi.org/10.21093/ijeltal.v4i1.320.
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This study was carried out to determine the correlation between the social-emotional competence of the English teachers and the English learning motivation of their students. The sample was 111 students of secondary school. This study provides not only the correlation but also the survey results of teachers’ social-emotional competence and students learning motivation as well as the contribution of the teachers’ competence to their students’ motivation. The instruments used in this study were two questionnaires that were given to the students to assess their learning motivation and the social-emotional competence of their English teachers. The results of the study presented that there was a fairly significant correlation between the two variables, with teachers’ social-emotional competence contributing 23.1% to students’ learning motivation. The results also showed that the self-management of teachers’ social-emotional competence gave the highest contribution to students’ motivation with 16.8% contribution value while the self-awareness gave the lowest contribution with 3.8%.
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Pariyanto, Pariyanto. "NATIVE ENGLISH SPEAKING TEACHERS (NESTs) AND INDONESIAN ENGLISH TEACHERS (IETs) EFL STUDENTS’ PERCEPTION AND PREFERENCES." ANAPHORA: Journal of Language, Literary and Cultural Studies 3, no. 2 (February 7, 2021): 112–21. http://dx.doi.org/10.30996/anaphora.v3i2.4620.
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This paper explores the roles of Non-Native English Speaking Teachers (NNESTs) in English Language Teaching (ELT) in Indonesia. As many English language learners idolize Native English Speaking Teachers (NESTs) to be a good teacher of English that leads students to the success with their learning, some research show that the success in language teaching and learning is not merely determined by the fluency which native speakers possess. There are a number of factors that should be taken into account to make language teaching and learning successful such as the nature of learners, social context, and cultural background of the learners. These features are, for the most part, owned by NNESTs and thus they potentially make more successful English language teaching and learning than NESTs.
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Novita, Dian, and Oikurema Purwati. "Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives." JEES (Journal of English Educators Society) 6, no. 1 (April 14, 2021): 96–104. http://dx.doi.org/10.21070/jees.v6i1.1059.
Full textAbstract:
It is currently accepted that language and culture are inseparable since culture becomes an essential aspect of learning a foreign language. In the Indonesian context, this broad understanding of the crucial role of culture in English teaching has raised challenges in different contexts for EFL teachers. The recent study focuses on Indonesian Junior High School teachers’ views on integrating culture in ELT and practices of textbook adaptation to help students build intercultural competence. Therefore, to meet these aims, a questionnaire and an open-ended question were employed to collect the data from fifteen participants teaching English at public and private schools in Indonesia. The study results reveal that Indonesian EFL teachers have positive attitudes on integrating intercultural competence in ELT. Still, some of the difficulties confronted by their implementation of textbook adaptation have been highlighted in promoting intercultural competence. This study suggests that EFL teachers in Indonesia should be provided with teacher training relating to textbooks adaptation and teaching culture. The implementation of ICT in ELT classrooms is also recommended. Finally, the redesign of the curriculum with more integrated intercultural competency materials should be taken into account.
HIGHLIGHTS:
The EFL teachers’ practices deal with textbook adaptation are not well implemented, although they believe that cultural competence in their teaching activities is crucial.
The English curriculum should give more room for teachers in serving the students based on their needs, preferences, and skills, especially for enhancing students’ mastery on the target language.
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Jalmav, Harvesto Glory Febriano, and Adaninggar Septi Subekti. "Preparing Indonesian pre-service English teachers’ readiness to teach through teacher-themed movies." ELT Forum: Journal of English Language Teaching 11, no. 3 (November 30, 2022): 179–90. http://dx.doi.org/10.15294/elt.v11i3.59928.
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This study aimed at examining the extent of the use of teacher-themed movies in preparing Indonesian pre-service English teachers’ readiness to teach and to see the perceived effects of movies in preparing the pre-service English teachers’ readiness to teach. This study employed a qualitative design with observations and interviews as the methods of collecting data. Two classes were observed, Introduction to Education and Teaching Profession classes. Interviews were conducted with, as the participants, six pre-service English teachers and two lecturers of the observed classes. The observation results indicated that movies were used to relate theories and real teaching practices. Through Thematic Analysis of the interview data, the study found that movies could inspire several pre-service English teachers. Movies minimised the gap between theories and practice. Movies helped pre-service teachers to see potential problems and obstacles when teaching in a real class. Informed of the generally positive impacts of the use of movies, it is suggested that teacher education programmes encourage more widespread use of movies to teach teaching-related classes to better prepare pre-service teachers for various classroom situations.
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Fatmawati, Latifah, Dewi Rochsantiningsih, and Slamet Supriyadi. "EnglishTeachers’ Professional Development During COVID-19: Indonesian Elementary English Teacher Context." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 9, 2022): 4979–86. http://dx.doi.org/10.35445/alishlah.v14i4.1746.
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Teachers have important role in learning process to improve the quality of education output and outcome Indonesia. Therefore, to be professional teachers, activities should be carried out during COVID-19 pandemic to develop professionalism of teachers. The purpose of this research is to discover what teacher professional development (TPD) activities that the teachers could engage during COVID-19 pandemic. This study also examines the viewpoints of teachers from both private and public schools. The method of the research employs qualitative research and focuses on case study technique utilized to investigate teachers’ thoughts on what TPD activities they participated in during the COVID-19 pandemic. The result of the research indicates that elementary teachers can still participate in TPD activities using the existing online platform even during pandemic. Teachers can develop their professionalism in creating and developing online media in learning during COVID-19 pandemic. In conclusion, the COVID-19 pandemic provides new TPD opportunities for teachers and expands their understanding of internet technology and promote collaboration among teachers. However, further research should be conducted to address teachers' professional development in a deeper and broader perspective in Indonesia. It is expected to cover wider areas of teachers from different institution including higher education institutions. In order that we can learn about the types of TPD activities that may be done remotely during the pandemic from many perspectives.
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Putri, Vincentia Aprilla. "Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand." Vision: Journal for Language and Foreign Language Learning 9, no. 1 (May 30, 2020): 61. http://dx.doi.org/10.21580/vjv9i25187.
Full textAbstract:
<p>This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.</p>
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Febtiningsih, Prih, Ardiya, and Agung Prasetyo Wibowo. "Teachers’ Challenges in Teaching English Writing Skills for Visually Impaired Students at Indonesian Special Senior High Schools." ELT-Lectura 8, no. 1 (February 26, 2021): 90–98. http://dx.doi.org/10.31849/elt-lectura.v8i1.5472.
Full textAbstract:
Teaching English at Indonesian special senior high schools is applied based on the curriculum determined by the government. However, there were some problems found in English language teaching for visually impaired students especially in writing. This research aimed to investigate the teachers’ challenges in teaching English writing for visually impaired students. The respondents were taken purposively, namely the English teachers at Indonesian special senior high schools for visually impaired students namely SLB Sri Mujinab, SLB Negeri Pembina and SLB Kasih Ibu. The data for the research were collected from semi-structured interview conducted to get specific information about what challenges encountered by the English teachers teaching writing skills for students with visual impairment. The challenges encountered by the teachers in teaching writing were inappropriateness of curriculum and syllabus with the students’ need, time constraint of teaching, lack of learning media, lack of teaching strategy, inappropriateness of teacher’s qualification, and students’ attitude problem. These challenges made the teachers difficult in teaching English writing.
Keywords: Teaching Writing, Visual Impairment, Teachers’ Challenges, English Language Teaching
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Adam, Nurhardiyanti, Abid Abid, and Yusna Bantulu. "Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers." Jambura Journal of English Teaching and Literature 2, no. 1 (July 6, 2021): 12–21. http://dx.doi.org/10.37905/jetl.v2i1.10632.
Full textAbstract:
Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.
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K., Clara Herlina. "Teacher’s Use of Code Switching in the Classroom and Its Implications on Students’ Score." Lingua Cultura 1, no. 2 (November 30, 2007): 117. http://dx.doi.org/10.21512/lc.v1i2.318.
Full textAbstract:
Code switching is usually done by people who have mastered two languages well. Among the people who can fulfill these criteria are Indonesians who teach English. In teaching English to Indonesian students, English teachers do not always use English as the medium of instruction, they usually code switch to Indonesian. Research focuses on the teachers as the subjects who apply code switching in the classroom. The respondents are eight lecturers in Bina Nusantara University who teach English to non-English department students. This research analyses the speech of the teachers to find out the percentage of code switching and the uses of code switching in the classroom. Finally, the relation between code switching and the students’ scores is calculated using independent samples T-test.
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Yumarnamto, Mateus. "The Career Path of an Indonesian EFL Teacher: A Professional Capital Perspective." RELC Journal 50, no. 1 (November 23, 2017): 136–48. http://dx.doi.org/10.1177/0033688217730141.
Full textAbstract:
Three components of teachers’ professional capital are human capital, social capital, and decisional capital according to Hargreaves and Fullan (2012). These three aspects of professional capital are meant to be part and parcel of developing the teaching profession. In this article, the author focusses on professional capital as a framework by putting the emphasis on the decisional aspect. In this study, the decisional capital is not only found at the micro level of education: the classroom and school level. Beyond that, a teacher also needs to make professional decisions that will affect her/his professional growth and trajectory. To illustrate this professional path through the lens of decisional capital, the author outlines the narrative of decision-making of an Indonesian English as a Foreign Language (EFL) teacher. The findings of the study shed light on the Indonesian teacher’s journey to becoming an English teacher and how the journey has been marked by her decisions regarding her career and her engagement with the professional communities in Indonesia.
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Arfiandhani, Puput. "Utilizing Facebook Groups in Teaching English as Foreign Language: Indonesian EFL Teachers’ Voices." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 53–60. http://dx.doi.org/10.22437/ijolte.v4i1.10197.
Full textAbstract:
In the era of 4.0, social media has become an integral part of everyday life, including for the purpose of teacher learning. One of the means of social media that has been used for enhancing teachers’ independent professionalism is Facebook Groups related with their teaching professions. The present qualitative study aims at (i) exploring English as A Foreign Language (EFL) teachers’ experiences in utilizing Facebook Groups for their teacher learning and (ii) finding out the benefits of teachers’ involvement in teaching-related Facebook Groups. In collecting the data for the present case study, in-depth interviews were done with two teachers, one novice teacher and one experienced teacher. The findings and discussions indicated that teachers use Facebook groups to enhance their professionalism, despite they tend to start refraining from utilizing the groups due to uncomfortable atmosphere that Facebook now offers. Additionally there are three benefits found of joining Facebook groups, namely their enriched information on content knowledge, knowledge of curriculum and knowledge of educational contexts. In the current time where teachers need to shift into distance learning in the timely fashion, whereas many subjects need to be comprehended quickly.
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Rosari, Maria Dewi. "The Profile of Professional Identity of English Course Teachers in Yogyakarta." LET: Linguistics, Literature and English Teaching Journal 11, no. 2 (December 31, 2021): 125. http://dx.doi.org/10.18592/let.v11i2.5122.
Full textAbstract:
The research horizon of teacher professional identity has been focusing a lot on formal education and emphasizing non-formal one less, although it plays an important role in fulfilling life-long education, as the Indonesian government has stated. Teacher candidates pursuing their bachelor study in English education also need to be equipped with in-depth insights on teacher interaction in English Course setting as they may also work in this non-formal education field as stated by the learning outcome goal of the association of Indonesian English Education major. This research aims to find out what profiles of professional identity English Course teachers in Yogyakarta had. An open-ended questionnaire elaborating the elements influencing teachers’ professional identity was distributed to 35 English Course teachers in Yogyakarta. The results show the English Course teachers possessed positive professional identity depicted by their high job satisfaction, occupational commitment, work motivation, and self-efficacy. Self-efficacy was founded as the strongest element and occupational commitment as the weakest element constructing the profile. Factors influencing the strength and the weakness of the elements of professional identity were elaborated to provide more thorough insight on how to provide working environment in which English Course teachers could work at their best and finally to retain them.
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Mainake, Eugenie, and Shannon M. McCrocklin. "Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction." New Horizons in English Studies 6 (October 10, 2021): 18–35. http://dx.doi.org/10.17951/nh.2021.6.18-35.
Full textAbstract:
Today, technology plays a pivotal role in language teaching and many teachers are expected to integrate technology into their instruction. Although studies have shown positive results from the incorporation of technology into language learning, many studies have also raised concerns about lack of teacher preparedness to teach with technology. Grounded in the TPACK Framework developed by Koehler and Mishra (2006), the present study examines teachers’ technology literacy for supporting technology-enhanced English as a Foreign Language (EFL) instruction in Maluku, Eastern Indonesia. The participants (n=43) were EFL teachers at public high schools and vocational high schools in Maluku. The data were collected using an online TPACK questionnaire (Schmidt et al. 2009) and semi-structured interviews with EFL teachers. The findings showed teachers’ awareness of the significance of technology use in their EFL instruction. Teachers acknowledged a handful of tools already deployed to improve English skills inside and beyond classrooms, but noted needs for effective CALL enactment, such as continued training and accessible technologies. Based on the findings, recommendations include the provision of training modules for ongoing training of in-service teachers and improved school facilities.
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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (July 17, 2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.
Full textAbstract:
This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.
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Putriani, Zelly. "L1 Transfer: Indonesian Grammatical Interference (IGI) on pre-Service English Teachers’ L2 Writing." Indonesian Journal of Integrated English Language Teaching 6, no. 2 (February 5, 2021): 1. http://dx.doi.org/10.24014/ijielt.v6i2.12297.
Full textAbstract:
It is recognized that second and foreign language (L2) learners’ production is influenced by their first language (L1). Pre-service English teachers, who are assumed to have good English language proficiency, also demonstrate influences from their L1 (Indonesian) in relation to English grammar production. Through an explanatory case study, I conducted a writing for translation test which asked the study participants to identify 21 grammatical differences between English and Indonesian. The test was designed to reveal the dominant types of Indonesian grammatical interferences made by pre-service English teachers. The aim of the study was to provide empirical evidence to support these findings, and to consider their implications for pre-service English teachers and education practitioners more broadly. Through both error analysis and interference analysis, I found 805 Indonesian grammatical interference cases, categorized into 20 types of Indonesian interference. Following this fact, six dominant types of interferences were established (adjective and adverb, to be, active and passive, number, tense, and question form). The findings indicate that, because of Indonesian L1 transfer, pre-service English teachers had failed to adequately master these six parts of fundamental English grammar. Thus, meaning and form transfers from their L1 were impacting on the participants’ use of English grammar. The results have implications for English teaching pedagogy, and in particular for pre-service English teachers’ awareness of Indonesian grammatical interference (IGI).
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Darong, Hieronimus Canggung. "Pragmatic Strategy of Indonesian English Teachers in Questioning." Journal of English Language Teaching and Linguistics 5, no. 2 (August 20, 2020): 145. http://dx.doi.org/10.21462/jeltl.v5i2.398.
Full textAbstract:
<em>This study was an attempt to examine pragmatic strategies and questioning types employed by English teachers in classroom interactions. Delivering the functions of questions by their types is insufficient to manage the flow of interaction. As such, the teachers need a certain pragmatic strategy. Data were gathered from three Indonesian English teachers. Purposefully selected teachers were observed, audio-recorded, and analyzed by using Gricean cooperative principle and politeness principle following the principle of Conservation Analysis (CA). The conservation analysis revealed that the use of external devices- adjunct to the head acts or enquirers (grounder, sweetener, and disarmer) and internal modifiers (syntactic interrogative downgraders and lexical consultative downgraders) were mostly used by the teachers in employing questions to mitigate the illocutionary act of questioning as a request. In addition, the teachers intentionally violated the maxim for the sake of managing the flow of conservation. Subsequently, this study mirrors previous research findings that display questions as the most frequent strategies used to extend the talk and to invite learner response. Instead of analyzing questions that conventionally associate those with speech act theory, social aspects of interpersonal normativity (being responsible and autonomous) might be of benefit in sharing social-communicative intentions in order to extend the classroom talk.</em>
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Pardede, Parlindungan. "Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students’ and Teachers’ Perception." JET (Journal of English Teaching) 4, no. 2 (September 25, 2018): 62. http://dx.doi.org/10.33541/jet.v4i2.831.
Full textAbstract:
This study aims to investigate senior high school students and teachers’ perception of the use of Indonesian in their English classes. To achieve the objective, two sets of questionnaires were administered to gauge the perceptions of 556 students and 15 teachers of 10 senior high schools in Jabodebek (Jakarta, Bogor, Depok, and Bekasi). The findings revealed: (1) the majority of both students and teachers preferred to use Indonesian in their English classes; (2) they believed Indonesian is helpful in language skills development, language components learning, learning materials understanding and classroom interactions; (3) the students preferred the predominantly use of Indonesian, while the teachers preferred the predominantly use of English during the class hour; (4) the higher their grade, the higher amount of English the students would like to have in their English classrooms; and (5) teachers with longer teaching experience tended to expect the use of bigger proportion of Indonesian in English classrooms.