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1
Mangali, Zaifuddin, and Abdul Rahim Bin Hamdan. "Barriers to Implementing English School Based Curriculum In Indonesia." International Journal for Innovation Education and Research 3, no. 4 (April 30, 2015): 102–10. http://dx.doi.org/10.31686/ijier.vol3.iss4.351.
Повний текст джерелаАнотація:
Eight years have passed since the current English School Based Curriculum 2006 for Junior High School in Indonesia first introduced in school, so teachers, principals and other stakeholders have had sufficient time to work with it and discover both the positive aspects and limitation in their individual context. At the time of its introduction, it represented a radical change of teacher’s role. Teachers is not only the implementer but also a designer and developer of recent curriculum. This new paradigm requires the presence of qualified teachers who are able to determine their own material, teaching methods and assessment those are suitable for their students. Consequently, a teacher will have greater flexibility and accountability in transferring the curriculum into classroom level. This new double role will require a greater level of expertise in curriculum decision making. The aim of this article is twofold. First, it will t give a comprehensive review of the challenges in implementing English School Based for Senior High School 2006 from teachers perspective. It discusses the challenges that teachers hold as designer and implementer of the curriculum, and second, it will look into the importance of teacher change and commitment in succeeding the present curriculum.
2
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.
Повний текст джерелаАнотація:
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.
3
Winola, Tiya. "THE APPLICATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS." PROJECT (Professional Journal of English Education) 4, no. 4 (July 12, 2021): 581. http://dx.doi.org/10.22460/project.v4i4.p581-587.
Повний текст джерелаАнотація:
In Indonesia, English is a foreign language, hence not easy to teach English to young learner in Indonesia, thus, need something interesting to teach English to young learners, one of which uses instructional media. Instructional media as a tool needed to facilitate the teachers in presenting the material, but many English teachers in Indonesia find it difficult to use instructional media in the classroom. This study aims to (1) how the teacher applied the instructional media in the classroom. (2) to investigate problems faced by the teacher, and (3) elaborate the teacher's strategies in solving problems using the instructional media. This study was conducted a case study design, by using observation and interviews to collect data. In the investigation teachers do not have free access to use the media provided at school. Thus, they faced obstacles to provide proper media in classroom. Therefore this paper described certain strategies to solve teacher problems in using instructional media in the class. Keywords: Teaching English, Instructional media, Young learners
4
Mutiah, Syifa Dwi, Minkhatun Nakhriyah, Nida Husna HR, Didin Nuruddin Hidayat, and Farida Hamid. "The Readiness of Teaching English to Young Learners in Indonesia." Jurnal Basicedu 4, no. 4 (October 13, 2020): 1370–87. http://dx.doi.org/10.31004/basicedu.v4i4.541.
Повний текст джерелаАнотація:
This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.
5
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.
Повний текст джерелаАнотація:
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.
6
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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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.
8
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.
Повний текст джерелаАнотація:
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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Tunnisa, Dzakia, Murni Mahmud, and Kisman Salija. "Investigating Teacher’s Sense of Humor in Indonesia." International Journal of Language Education 3, no. 2 (October 31, 2019): 99. http://dx.doi.org/10.26858/ijole.v3i2.10201.
Повний текст джерелаАнотація:
This study investigates the use of humor in teaching English in an English course in Indonesia. It aimed to find out the kinds of humor employed by the teacher and to explore the students’ perspectives toward it. This study employed a qualitative research design and focused on one English course in Makassar, Indonesia. One teacher and one class consisting of seven students were taken as respondents. Data collections relied on observation and interview. Five meetings of classroom interaction were observed and recorded. Seven students from the class were also interviewed deeply. The recordings were transcribed and analyzed based on the framework of Wanzer & Frymier (1999). Findings show that there are some kinds of humor that were employed by the teacher in teaching, namely related humor, unrelated humor, self-disparaging humor, and unplanned humor. New kinds of humor were also found namely unresponded humor and remind humor. Those kinds of humor were proved to give benefits in English language teaching process. The teacher who employed humor in teaching English made the students easy to get the knowledge. Teacher’s humor reduced tension, made the students more comfortable in the teaching-learning process, created good interactions, led to more enthusiastic teaching-learning process, encouraged students’ attendance, and reduced the number of students who felt sleepy in the class. Findings from this study provide significant input for teachers to create effective interaction between teachers and students in English language teaching in Indonesia.
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Amin, Muhammad, and Ali Saukah. "Factors Contributing to EFL Teachers' Professional Development in Indonesia." Excellence in Higher Education 6, no. 1&2 (December 1, 2016): 12–20. http://dx.doi.org/10.5195/ehe.2015.138.
Повний текст джерелаАнотація:
This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors.
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Handayani, Dini. "IMPROVING EFL NON-ENGLISH TEACHERS IN TEACHER TALK ABILITY THROUGH TEACHERS’ TRAINING AT SD TUNAS GLOBAL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (June 30, 2021): 69–74. http://dx.doi.org/10.21009/ijlecr.071.06.
Повний текст джерелаАнотація:
Foreign curriculum in Indonesia schools become more in demand. The schools facilitate the teachers with the students’ book written in English. The teachers must be able to deliver the lesson into the correct English that is specifically made and used in the classroom. Not all the teachers know that English for teaching is different from daily English. Since SD Tunas Global combined the new curriculum from the Cambridge in the education year 2020-2021 with the goverment curriculum, the needs of using English inside and outside the classroom is a must. Phenomena which were often appeared from the observation were teachers often used mother-tongue language; Bahasa Indonesia and they tend to directly translate Bahasa Indonesia into English without knowing whether the language was proper English to use in teaching. Techer talk is the sentences and expressions that can be used both inside and outside classroom. The data were taken from the interview, observation and the result from the test. This research employed qualitative and quantative method.
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Mobit, Mobit, Fatulloh Salim, and Kriswanda Krishnapatria. "INSPIRING ENGLISH TEACHERS: INDONESIA TERTIARY EFL STUDENTS’ VOICE." Wiralodra English Journal 3, no. 1 (June 15, 2019): 286–94. http://dx.doi.org/10.31943/wej.v3i1.24.
Повний текст джерелаАнотація:
This study aims to scrutinize tertiary students’ voices against the teacher/ lecturer who inspires them. This study elaborates on two classes of English Language Study Program as the respondents. The data use a questionnaire containing several questions that elaborated the teachers’ characteristics that can generate inspiration to the students. This study was designed by using the survey. Based on the data obtained it can be concluded that the teachers/ lecturers who inspire (tertiary) students are those who have the unambiguous characteristics of English teachers both characteristics and competencies. They are capable to develop concepts/ provide material that encouraged students easily comprehends the material, to color the process of learning in class with humorous atmosphere, and to make students laugh and refresh and to give suggestions as well.
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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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Khosiyono, Banun Havifah cahyo. "TEACHERS’ BELIEFS IN DEVELOPING ENGLISH MATERIALS FOR VOCATIONAL SCHOOLS." Journal of Languages and Language Teaching 9, no. 2 (April 22, 2021): 196. http://dx.doi.org/10.33394/jollt.v9i2.3373.
Повний текст джерелаАнотація:
This report is part of a larger study concerning teachers’ belief towards materials development and their effectiveness in professional development (PD) in Indonesia. This case study attempted to explore how the Indonesian teachers’ beliefs towards materials development for vocational school students in Indonesia. Seven out of thirteen English teachers of vocational schools in Indonesia are involved in this project and were interviewed and observed. They are developing materials for vocational schools. Findings show that teachers believed that they had some considerations to check what has contained the textbook's development. Their beliefs were influenced by some factors such as experience, needs, situation, students’ interest, students’ ability, workshop, and references. Also, the teachers' deficient time and different views were two major problems faced by the teachers when conducting materials selection and analysis—implications for how teachers’ perception toward English materials development in vocational schools.
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Bachtiar, Bachtiar. "Professional Teaching and Learning Effectiveness: A Case of English Language Teaching in Indonesia." International Journal of Education 14, no. 1 (April 5, 2021): 11–18. http://dx.doi.org/10.17509/ije.v14i1.25533.
Повний текст джерелаАнотація:
This study aims to find out the effectiveness of teacher professional learning (PL) as an effort to increase English language teaching quality in South Sulawesi, Indonesia. It used descriptive qualitative and quantitative case study approach to find about the continuous learning and development activities. Data were derived from questionnaire, observation, and semi-structured interviews. The results revealed that in-service training program is considered effective for sharing knowledge, skills and information among English language teachers. The findings also revealed that Information and Communication Technology (ICT) should be learned in-depth during professional learning activities. In addition, the respondents perceived Subject Teacher’s Meeting or teacher study groups as an effective collaborative model of professional learning activities. This study suggests that the need to involve English language teachers in a training at least once a year as an effort to help them gain new insight and experience in the acquisition of new knowledge and skills and to experience in solving problems both at school and outside school.
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Wulyani, Anik Nunuk, Ali Saukah, Abdul Syahid, IGA Lokita Purnamika Utami, Susilo Susilo, Fiftinova Fiftinova, Gusti Nyoman Ayu Sukerti, Astuti Azis, and Muhammad Amin. "UNDERSTANDING ENGLISH LANGUAGE TEACHERS’ VIEWS OF TEACHER RESEARCH: A REPORT FROM INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 32, no. 2 (November 23, 2021): 362. http://dx.doi.org/10.15639/teflinjournal.v32i2/362-388.
Повний текст джерелаАнотація:
This article reports on a study investigating the perceptions of EFL teachers in schools and language courses (henceforth, teachers) and EFL lecturers in tertiary educational institutions (academic staff) from Indonesia regarding their definitions of and their engagements in teacher research. An online questionnaire was used to gather quantitative data from almost 400 EFL teachers and academic staff from Indonesia. The questionnaire was followed by in-depth interviews with some respondents who met the criteria set and agreed to be interviewed. Results from the study show that both teachers and academic staff align research with evidence-based practice, survey, literature-driven practice and professional communication, and observation-based popular article. In terms of engagements, most of the teachers and academic staff read research papers occasionally, and more academic staff did research compared to teachers. Research done by both teachers and academic staff is largely associated with internal and external factors, such as, professional awareness and professional obligation, with academic staff seem to receive more support to engage in research. The findings of the study provide insights for future continuous professional development (CPD) activities for English teachers and academic staff. The activities might involve exploring ways to integrate teacher research into teachers’ and academic staff’s teaching responsibilities and integrating teacher research into the short-term and long-term goals of CPD.
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Diyanti, B. Yuniar, Lusi Nurhayati, and Nury Supriyanti. "THE PROFILE OF PRIMARY ENGLISH TEACHERS IN INDONESIA." LITERA 19, no. 1 (March 18, 2020): 37–51. http://dx.doi.org/10.21831/ltr.v19i1.27228.
Повний текст джерелаАнотація:
After the implementation of the 2013 national curriculum which excludes English from the primary school, many primary schools in Indonesia keep offering English to the students despite the uncertainty of the status of English for the primary school. However, the state of the practice of English currently in primary schools is barely unknown. This study is an attempt to portray the teachers that strive to teach English in the primary schools in one of the regencies that are still implementing English education. This survey study involved 44 randomly selected Primary English teachers (PETs) in the regency. The research instrument was a set of online (google format) and offline questionnaires. Results show that the majority of the teachers have English teaching qualification, however only very few ever attended pre-service or in-service training for teachers of young learners. The teachers also deal with employment uncertainty as primary English has no formal legal government policy. The findings bring about the issue of gaps and opportunities for professional developments of PETs and inequality in professional supports for PETs. Keywords: English for young learners (EYL), primary English, primary English teacher (PET) PROFIL GURU BAHASA INGGRIS SEKOLAH DASAR DI INDONESIA AbstrakSetelah penerapan Kurikulum 2013 yang tidak mengikutsertakan bahasa Inggris sebagai mata pelajaran pilihan muatan lokal (mulok) dalam kurikulum Sekolah Dasar (SD), banyak SD di Indonesia yang tetap menyelenggarakan pembelajaran bahasa Inggris dalam suasana ketidakpastian. Tidak diketahui kondisi pembelajaran bahasa Inggris di SD saat ini. Penelitian ini berusaha untuk menggambarkan guru-guru bahasa Inggris yang berjuang untuk tetap mengajarkannya di salah satu kabupaten di Indonesia yang tetap mengizinkan pembelajaran bahasa Inggris di SD. Penelitian survei ini melibatkan 44 guru bahasa Inggris SD yang dipilih secara acak dan instrumen yang digunakan adalah seperangkat kuesioner daring (googleform) dan luring (cetak). Hasil penelitian menunjukkan bahwa mayoritas guru memiliki latar beakang pendidikan bahasa Inggris, namun hanya sedikit sekali yang pernah mengikuti pelatihan pengajaran bahasa Inggris bagi anak-anak. Guru-guru tersebut juga menghadapi ketidakjelasan status kepegawaian yang disebabkan tidak adanya aturan pemerintah yang jelas tentang bahasa Inggris di SD. Temuan penelitian mengangkat isu tentang kesenjangan pada pengembangan professional guru bahasa Inggris SD dan ketimpangan dalam dukungan profesional bagi guru-guru tersebut. Kata Kunci: bahasa Inggris bagi anak-anak (EYL), bahasa Inggris di SD, dan guru bahasa Inggris SD
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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.
Повний текст джерелаАнотація:
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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Suharyadi, Suharyadi, Gunadi Harry Sulistyo, and Sri Rachmajanti. "CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (December 31, 2019): 34. http://dx.doi.org/10.17977/um046v3i2p34-44.
Повний текст джерелаАнотація:
Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.
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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.
Повний текст джерелаАнотація:
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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Syamsinar, Syamsinar, and Baso Jabu. "The Problems in Professional Competence of Teachers in Teaching English Subject at Vocational High Schools." ELT Worldwide: Journal of English Language Teaching 2, no. 2 (January 10, 2016): 95. http://dx.doi.org/10.26858/eltww.v2i2.1690.
Повний текст джерелаАнотація:
This research was intended to investigate the problems in professional competence faced by the English teachers of vocational high schools in Gowa, South Sulawesi, Indonesia. This research applied descriptive qualitative method. The data were collected by using three instruments: questionnaire, interview and observation checklist. The participants were two experienced English teachers, two inexperienced English teachers, and eight students. The professional competence indicators are adapted from the Regulation of the Minister of National Education of the Republic of Indonesia No. 16/2007. The results of this research reveal that the teachers' problems dealing with professional competence in teaching English at vocational high schools include (a) problem in mastering the materials, (b) problems in mastering the curriculum, (c) problem in developing materials creatively, (d) difficulties in developing the teacher professionalism continuously, (e) problems in using the information technology and (f) problems of classroom management. Keywords: professional competence, experienced English teachers, inexperiencedEnglish teacher.
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Suralaga, Fadhilah, Siti Nurul Azkiyah, Rumtini Rumtini, Yenny Rahmawati, and Yunita Faela Nisa. "Motivation and commitment of English student teachers of some Universities in Indonesia." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1642–58. http://dx.doi.org/10.18844/cjes.v15i6.5323.
Повний текст джерелаАнотація:
Teachers play crucial roles; therefore, this study is intended to examine student teachers’ motivation (instrumental vs. integrative) and commitment (committed passionate, committed compromiser, undecided and uncommitted) to teaching. Quantitative approach using a questionnaire was conducted involving 328 English student teachers from some universities in Indonesia. Using the descriptive analysis, the findings show that those having integrative motivation are 56% and the highest figure for the level of commitment is, as expected, committed passionate (44%). Concerning gender differences, more males (M: 60%, F: 55%) were surprisingly found to have integrative motivation, although more females were found to have the highest level of commitment (M: 35%, F: 47%). These findings at the same time reveal a considerably high proportion of those who did not have a genuine motive to enroll in a teacher education programme and to commit to becoming teachers implying necessary measures from both the government and the teacher education institutions.
Keywords: Commitment, motivation, student teacher, teacher, teacher education.
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Saiful, Jepri Ali. "Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia." International Review of Research in Open and Distributed Learning 21, no. 4 (June 24, 2020): 143–60. http://dx.doi.org/10.19173/irrodl.v21i4.4754.
Повний текст джерелаАнотація:
In recent years, mobile phones have been used for teacher professional development (TPD). However, the potential use of smartphones, a current-generation of mobile phones, to develop teachers’ pedagogical, social, personal, and professional competences remains underexplored. This mixed methods study, examining the potential use of smartphones for TPD by delving into English teachers’ beliefs, employed a sequential explanatory approach. A quantitative survey was completed by 81 participants, followed by qualitative interviews with 8 selected participants. All the respondents were English teachers in elementary, junior, and senior high schools in 11 provinces in Indonesia. The survey was tested for validity and reliability, and analysed using the descriptive statistics method, while the semi-structured interview was analysed using the content analysis method. Almost all teachers had very favourable and favourable beliefs about the use of smartphones for TPD, perceiving that a smartphone could facilitate the enhancement of their pedagogical knowledge, communication skills, positive characters and English proficiency. Very few teachers had unfavourable beliefs, but among those who did, they believed traditional face-to-face TPD was more beneficial and that smartphones would only lead to addiction. This study recommends that smartphones be optimally applied by English teachers for TPD activities and that governments facilitate such implementation by constructing smartphone TPD models and applications.
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Khasbani, Imam, and Didin Nuruddin Hidayat. "Motivating English Language Learners and Teachers in Indonesia." Linguists : Journal Of Linguistics and Language Teaching 6, no. 2 (December 3, 2020): 30. http://dx.doi.org/10.29300/ling.v6i2.3684.
Повний текст джерелаАнотація:
Motivation has been long believed to be an essential contributor to students’ success in learning English. Many studies (e.g., Gbollie & Keamu, 2017; Wang, 2008; Zhang & Xiao, 2006) have been dedicated to investigating the relationship between motivation and success in learning English. While these studies have contributed to shedding light on the importance of motivation on students’ achievement in learning English, insufficient research has been conducted to address the concept of motivation itself, how the concept has evolved since the first time it was developed, and to what extent motivation affects both teachers and students’ performances at school. Owing to this fact, the present article seeks to discuss the notion and conceptualization of motivation by following several steps. First, the present paper took on arguments from prominent figures on the field of motivation to explore the essence of motivation and why it is essential for English as second or foreign language (ESL/EFL) learning. The conversation then built on the current theoretical framework of types and factors influencing student and teacher motivation. Following that, a plethora of discussions on the possible ways to increase student and teacher enthusiasm and motivation inside EFL classrooms were elaborated.
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Sufyan, Agus, and Didin Nuruddin Hidayat. "Dealing with forty students: peer-assessment as an alternative for English teachers in Indonesia." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 14, no. 2 (August 21, 2020): 78. http://dx.doi.org/10.30595/lks.v14i2.7237.
Повний текст джерелаАнотація:
English teachers in Indonesia typically teach in large classroom size, with high possibility to teach more than two classes. When it comes to assessing students’ work, most of them tended to rely on teacher assessment, for it is considered as part of their duties as professional teachers. However, when dealing with students’ work, students may also need superficial and substantial correction and feedback rather than receiving marks only. Nevertheless, to provide those corrections and feedback, English teachers need a considerable amount of time to complete the assessment process; estimated calculation has been provided in this paper. Therefore, this conceptual paper aims to provide an alternative way to assess students’ work through peer assessment. Some benefits and challenges have been discussed to give insights for English teachers in Indonesia. This paper agrees that peer assessment can help teachers regarding time efficiency and help students regarding increased learning engagement. Moreover, English teachers need to pay tackle to some challenges such as shifting from a traditional perspective towards teacher authority and addressing issues of validity and reliability from students’ marking results. This paper suggests that though teachers can minimize their workload, their presence is pivotal in assisting students during the assessment process.
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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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Daud, Afrianto. "Teaching Writing Using Google Apps For Education (GAFE)." Indonesian Journal of Economics, Social, and Humanities 1, no. 1 (January 28, 2019): 17–24. http://dx.doi.org/10.31258/ijesh.1.1.2.
Повний текст джерелаАнотація:
This paper presents how an English teacher can use Google Apps for Education (GAFE) technology to enhance the quality of teaching writing in the context of teaching English for students in a higher education in Indonesia. This paper will briefly introduce some Google applications which can be used for (Engliah) teachers to enhance their teaching. It specifically reports a technology based teaching technique which has been practiced in a teacher education program in a university in Indonesia. It explores the prerequisite condition to use this application. This is followed by detailed stages of using this application, particularly in teaching writing: what teachers and students should do during the lesson. The explanation is enriched by a discussion on some possible challenges an English teacher or students may face in the field. The discussion is finally closed by proposing some suggestions on how to make use the technology and how to deal with the potential problems.
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Nurul Azkiyah, Siti. "The Development of Effective English Teacher Improvement Program Based on a Case Study of English Teaching in Madrasah in Indonesia." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.1.
Повний текст джерелаАнотація:
Teachers play very important roles, yet not all teachers can teach well and hence it is important to develop a teacher improvement program. Therefore, this study observed teaching and learning process to understand current teacher instruction so that priorities could be easily set up. 11 English teachers participated in the study. The eight classroom factors of the dynamic model (Orientation, Structuring, Modeling, Application, Questioning, Assessment, Building Classroom as a Learning Environment, and Time Management) are used as the framework since they are theory-driven and have been empirically proven to lead to better student outcomes. The data on the teaching of reading were descriptively analyzed, the results of which show almost no teachers did orientation and structuring, which could serve as pre-reading activities. Modeling was not really provided and students were left not to have sufficient tasks, hence during reading activities were not well delivered. Questioning was practiced by teachers but was limited to “product” questions. Lastly, collaboration and competition among students were not really promoted. The findings of this study suggest that all eight factors should be trained to teachers. It is expected that when teachers practice those factors, student outcomes will be better. Keywords: teacher instruction, the dynamic model, teacher improvement program
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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.
Повний текст джерелаАнотація:
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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Gustine, Gin Gin. "A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 531. http://dx.doi.org/10.17509/ijal.v7i3.9798.
Повний текст джерелаАнотація:
In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.
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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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Adnan, Zifirdaus. "Upgrading EFL teachers’ Quality through An Online Mentoring System, An Innovative In-Service Training Model: The Case of Indonesia." Jurnal Humaniora 30, no. 2 (June 8, 2018): 158. http://dx.doi.org/10.22146/jh.34844.
Повний текст джерелаАнотація:
Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.
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Adnan, Zifirdaus. "Upgrading EFL teachers’ Quality through An Online Mentoring System, An Innovative In-Service Training Model: The Case of Indonesia." Jurnal Humaniora 30, no. 2 (June 8, 2018): 158. http://dx.doi.org/10.22146/jh.v30i2.34844.
Повний текст джерелаАнотація:
Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.
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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.
Повний текст джерелаАнотація:
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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Prijambodo, V. Luluk. "Professional Survival in Teaching English in Indonesia." JET ADI BUANA 2, no. 2 (October 30, 2017): 101–13. http://dx.doi.org/10.36456/jet.v2.n2.2017.1050.
Повний текст джерелаАнотація:
Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.
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Wahyuningsih, Sri, and Indah Kusumaningrum. "Implementation of E-learning in EFL Context during COVID-19: Teachers' and Students' Views at One School." Surakarta English and Literature Journal 5, no. 2 (September 5, 2022): 154–67. http://dx.doi.org/10.52429/selju.v5i2.17.
Повний текст джерелаАнотація:
The present study reports the implementation of e-learning in English language teaching during the COVID-19 pandemic at one of the private high schools in Indonesia viewed from teachers' and students' perspectives. Using a qualitative study, the data were garnered through semi-structured interviews with an English teacher, a principal who also teaches English, and students. The result reveals that both teachers and students have the same responses to e-learning practices. There were three stages in implementing e-learning: preparation, implementation, and evaluation. In terms of preparation, the English teacher designed lesson plans as a guideline for learning. In the implementation stage, the English teacher used learning materials from various sources, including textbooks, videos, articles, and other sources on the internet. On the other hand, students reported that English teaching and learning activities in e-learning classes were usually carried out through WhatsApp, Google Classroom, and Zoom meetings. Apart from the advantages of e-learning in English language teaching, some challenges in its practice include the difficulties of operating technical devices for specific teachers, the problems of controlling students during distance learning, etc. Finally, the study's findings promote integrating technology and encouraging teachers' professional development in English language teaching.
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Boy Jon, Roi, Rahimah Embong, Bambang Purnama, and Ari Safar Wadi. "The Challenges of English Language Teaching in Indonesia." International Journal of English and Applied Linguistics (IJEAL) 1, no. 3 (December 1, 2021): 158–68. http://dx.doi.org/10.47709/ijeal.v1i3.1157.
Повний текст джерелаАнотація:
The widespread use of English worldwide has brought about a significant impact for human beings to date. In the education sphere mainly, many studies have been conducted to discover the issues in English instruction. Moreover, English teachers in Indonesia were highly encouraged to figure out the best method to teach and cope with any problems encountered by the students to achieve the best learning outcomes. Besides, the government had also tried its best endeavors to accustom the curriculum to the needs in this globalization era. However, the results have not always been as expected since teachers and students possessed divergent points of view linked with the implementation of English language instruction. Therefore, this scientific literature review discussed some issues related to English which included; English in Indonesia, English Language Teaching for Education, Teachers’ Strategies to English Language Teaching, Problems of English Language Teaching, and Students’ Perceptions towards English Language Teaching. Furthermore, the main aim of this paper was to acknowledge to the readers that the teachers and students essentially require English due to its crucial role in the development of Education in Indonesia.
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Kramadibrata, Angga. "The Halo surrounding native English speaker teachers in Indonesia." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 282. http://dx.doi.org/10.17509/ijal.v5i2.1352.
Повний текст джерелаАнотація:
The Native Speaker Fallacy, a commonly held belief that Native English Speaker Teachers (NESTs) are inherently better than Non-NESTs, has long been questioned by ELT researchers. However, this belief still stands strong in the general public. This research looks to understand how much a teacher’s nativeness affects a student’s attitude towards them, as well as the underlying reasons for their attitudes. Sixty seven respondents in two groups were asked to watch an animated teaching video, after which they completed a questionnaire that used Likert-scales to assess comprehensibility, clarity of explanation, engagement, and preference. The videos for both groups were identical apart from the narrator; one spoke in British English, while the other, Indian English. In addition, they were also visually identified as Caucasian and Asian, respectively. The video was controlled for speed of delivery. The quantitative data were then triangulated using qualitative data collected through open questions in the questionnaire as well as from a semi-structured interview conducted with 10 respondents. The data show that there is a significant implicit preference for NEST teachers in the video, as well as in respondent’s actual classes. However, when asked explicitly, respondents didn’t rank nativeness as a very important quality in English teachers. This discrepancy between implicit and explicit attitudes might be due to a subconscious cognitive bias, namely the Halo Effect, in which humans tend to make unjustified presumptions about a person based on known but irrelevant information.
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Setyaningrum, Rina Wahyu, and Oikurema Purwati. "Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia." JEES (Journal of English Educators Society) 5, no. 1 (March 30, 2020): 23–30. http://dx.doi.org/10.21070/jees.v5i1.352.
Повний текст джерелаАнотація:
2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded.
Highlights:
Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually.
Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.
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Aziz, Abdul. "MASS MEDIA AND ENGLISH LEARNING ACTIVITY IN BLITAR INDONESIA." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 11, no. 1 (July 1, 2016): 12. http://dx.doi.org/10.18860/ling.v11i1.3414.
Повний текст джерелаАнотація:
This study is intended to know how English teachers in MTsN Selorejo, Blitar employ variety of English learning sources and implement English learning activity relevant to student’s learning preference in order to create joyful and conducive atmosphere of English learning activity to achieve the learning target better. The researcher uses qualitative method to conduct the study. The researcher analyzes the qualitative data from interview and observation in order to describe the phenomena. The findings show that the teachers use variety of English learning sources to enrich English learning materials that are easily to access and familiar to the students. The teachers use the materials from mass media like English corner and English program by radio, television, magazine, and newspaper to facilitate students to improve their English proficiency. The teachers design English learning activity relevant to student’s learning preference and talent based on materials from mass media. It makes students more motivated to learn English and easy to achieve the learning target.
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Lie, Anita, Siti Mina Tamah, and Trianawaty T Trianawatyrianawaty. "English Proficiency of Secondary School Teachers in Indonesia." Beyond Words 7, no. 2 (November 2019): 86–100. http://dx.doi.org/10.33508/bw.v7i2.1950.
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