Indonesian English Teachers Research Articles

Negotiating Religious Discourses in English Language Teaching: Reorienting and Reframing Dominant English Ideologies

ABSTRACT Efforts to decolonise foreign/English language teaching involve recognising the importance of diverse meaning-making resources rooted in speakers’ socio-cultural realities, traditions, and values alongside English practices. This focus highlights the value of multicultural and multilingual environments, particularly in dominant English-speaking contexts, and emphasises how languages and their embedded worldviews can enrich language pedagogy. Although progress has been made in acknowledging and affirming linguistic, cultural, and epistemological diversity, little attention has been given to the role of religious discourses in transformative pedagogies that challenge the finitude of Global English. Based on interviews conducted as part of a larger study, this research explores how religious discourses shape the professional practices of two English teachers in Indonesia. It argues that these discourses, as temporal occurrences, can disrupt the notion that religiously inspired education is dogmatic and closed. Conversely, a religiously-inspired English pedagogy can serve as a potent means to resist dominant English ideologies and the inherent dogmas they perpetuate.

Legitimazing of Collaborative Learning as a recommended learning model in society 5.0 era in Indonesia

A suitable learning model greatly reassurances the learning effective, learning outcomes and students’ competencies in dealing uncertainty changes in society 5.0 era. This study drives to legitimize strongly that the collaborative learning model is a suitably model which urgently to be set-off to advance students' competence in fronting the society 5.0 era in Indonesia. To achieve the research ambitions, a qualitative method which systematic literature review design was orchestrated. Research data was poised by collecting 20 previous research judgement from the internet approximately the results of collaborative learning model implementation. Data analysis performance consist of data collection, data presentation, data condensation, and drawing conclusions. The analysis fallouts: 1) Collaborative learning is a learning model which has been empirically proven to be appropriate for Indonesian English teachers to apply in society 5.0 era. 2) The application of collaborative learning model has been empirically proven to increase the students’ competencies needed in society 5.0 era, namely English communication skills, critical thinking, collaboration skills, and solving problems skills. Subsequently, this research seeks out that collaborative learning model is a recommended model to be applied by Indonesian English teachers to produce the excellence graduates to fronting the vagueness in society 5.0 era in Indonesia

Evaluating the Quality of Indonesian English Teachers’ Research Reports on the Guru Berbagi Platform

This study aimed to evaluate the quality of research-based activities reported by English as a Foreign Language (EFL) teachers on the Guru Berbagi Platform, using the Six-Trait writing method developed by Spandel and Stiggins (1990). Employing a descriptive qualitative research methodology, four articles were scrutinized for this investigation. The analysis uncovered a range of methodologies applied by the teachers in their research activities, all targeted towards exploring language learning and teaching. Certain areas identified for improvement in writing quality were the need for more supporting evidence, improved word choices, inclusion of conclusive sections, varied sentence structures, and enhanced attention to writing conventions. This study underlined the importance of ongoing professional development for EFL teachers, especially in areas such as effective academic writing techniques and argumentation supported by solid evidence. However, this study had certain limitations such as a small sample size and potential subjective interpretation of the articles, attributed to the qualitative nature of the research. Future research is encouraged to encompass a larger, more diverse selection of articles and integrate a rubric-based evaluation to yield more objective and reproducible results. Participation in peer-review processes was also suggested for teachers to promote enhancement in their writing skills and overall content quality.

Enhancing Learning Awareness of English Teachers in Indonesia’s Elementary Schools: A Lesson Study

Enhancing Learning Awareness of English Teachers in Indonesia’s Elementary Schools: A Lesson Study

Evaluating the Quality of Indonesian English Teachers' Research Reports on the Guru Berbagi Platform

Evaluating the Quality of Indonesian English Teachers' Research Reports on the Guru Berbagi Platform

EFL Teachers’ Perceptions Regarding Cultural Awareness in ICT-Based Learning in Indonesian Elementary School Context

The present study aims to explore Indonesian EFL teachers’ perception regarding the ICT (Information and Communications Technology) usage for developing cultural awareness of students as well as improving their English literacy and communication. Even though English subject is not considered as compulsory to be taught in elementary school, there is evidence that English is still being taught either as the local content subject or as the language-medium of instruction. This study employs survey research by administering a questionnaire for elementary school English teachers in Indonesia who have been ever implementing online learning. The result shows that most teachers respond positively on the implementation of ICT in English instructional practice in elementary school. Regarding the cultural content, the participants agree that ICT can be helpful for them to provide interactive digital teaching material, including cultural material for the students. The existence of ICT is helpful for both students and teachers to provide real and authentic teaching materials. Therefore, the use of ICT needs to be promoted to provide cultural awareness in ELT practice to equip young learners to do intercultural communication in the global world

Positive Psychology to Flourish Professional Well-being: A Qualitative Study of Indonesian English Teachers’ Perspective

A qualitative study has been conducted to explore and encourage Indonesian EFL teachers’ professional well-being using positive psychology. It used thematic analysis approach to scrutinize participants’ well-being and their perception of PP toward their teaching practices during the covid 19 outbreak. By having 4 participants, CATI (Computer Assisted-telephone Interview) was administered to do a semi structured interview since the mobilization was still low during the pandemic. The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses to flourish their professional well-being. The results highlight that some elements of PERMA such as accomplishments and meaningfulness are not obtained yet since the participants are still in the process of achieving their most significant goals in their teaching career. Nevertheless, the other three elements, namely, positive emotion, engagement and relationship depicted clearly that all of them are stronger predictors in fulfilling their professional well being. Moreover, the distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being. Thus, it is underlined that an EFL teacher’s professional well-being is not only acknowledged as a personal and subjective occurrence, but it is also influenced by collective and social phenomena in the EFL teacher’s teaching environment. Implications and profound understandings were discussed in this study.

Revisiting Pre-Service Education for Secondary EFL Teachers in Indonesia

In recent decades, English has gained prominence in Indonesia. However, due to instructors' lack of English proficiency, English instruction at the secondary level shows a significant failure. Today, amid the COVID-19 epidemic, which has pushed remote education, the challenge of teaching English as a foreign language in Indonesian secondary schools becomes more severe. Due to in-service teachers' lack of English proficiency and ICT abilities, future Indonesian English teachers' pre-service education at the secondary level should be revisited. This qualitative study investigates the extent to which teacher education programs (PPG) equip prospective EFL instructors to use Technology, Pedagogy, and Content Knowledge (TPACK) in their classroom instruction. It also explores the viewpoints of pre-service EFL teachers (student teachers) and teacher educators on EFL pre-service teacher education programs at several Teacher Education Institutions (TEIs) in West Java, Indonesia. Results of surveys and semi-structured interviews as the primary data sources underline the importance of preparing future English teachers by utilising TPACK and providing teacher educators with all the skills and materials required to train their students properly. A key finding of this study is the insufficient English competencies of teacher educators and pre-service teachers. This research is vital for improving English teacher education in Indonesia.

Developing a Model of English Digital Poster Book for Teaching English in Indonesia’s Early Childhood Education

Teaching English to Young Learners (TEYL) means introducing English as a foreign language in learning to children. Children should learn a foreign language earlier to expand the boundaries of the world and encourage them to face dynamic international development. Nowadays, children are immersed as native digital users more so than generations past. Therefore, this research is a research and development (R&D) that aims to design, develop and validate an English digital poster book Model teaching English in Indonesia’s early childhood education using the ADDIE Models. This model consists of five steps: analyze, design, develop, implement, and evaluate. The product of this research was developed and then evaluated by four content experts. The result showed that all content experts considered that the final version of an English digital poster book for teaching English in Indonesia’s early childhood education was practical and valid. Based on the observation, most children are excited to use this product in learning English. Teachers also claimed that this product was so interesting, easy to understand, appropriate to the level of difficulty for children in learning English, easy to operate, and can guide them to in teaching English at kindergarten level.

Strategies in Online ELT for Young Learners During Covid-19 Pandemic

Some pros and cons appear in the implementation of distance learning during the Covid-19 pandemic. The pros came from health considerations and the use of technology parallel with global demand. On the other hand, some cons came from the problems in the field, especially the challenges experienced by the English teacher when it comes to online teaching. This research explores the challenges and opportunities of online English language teaching (ELT) for young learners during the Covid-19 pandemic in Indonesia to propose possible teaching strategies. It is found that the teacher could do some strategies to minimise the challenges in online teaching mode in terms of teacher's proficiency development, technology, activities, and parents’ collaboration. This study follows a narrative research design. Five primary English teachers in Indonesia were chosen as the participants through purposive sampling. The data was gathered through in-depth interviews and analysed using qualitative data analysis design. This study might be valuable for practitioners, policymakers, student-teachers, and researchers with the same interest in ELT, TEYL, and online teaching.

Exploring the role of English in meritocracy in multilingual Indonesia: teacher beliefs, language use, and Global Englishes

ABSTRACT English features prominently in global communication as part of the knowledge economy in Indonesia and worldwide. Meritocracy represents a key concept within the rhetoric of this economy, as it promises that how well people do in life is not determined by external matters, but mostly by how hard they try. Included here is how hard they study English, and how well they perform on measures of English proficiency. No previous research has, however, considered English teachers' beliefs about the role of English in meritocracy. This is perhaps surprising given that the literature has increasingly highlighted the role of teachers as changemakers. To explore this issue, the present study considered the views of 260 English teachers in Indonesia. Findings revealed statistically significant correlations between teachers' beliefs in meritocracy for their own careers and for their students, on the one hand, and their views of English as a tool for success, on the other hand. This study not only makes an empirical contribution to the limited literature on the role of meritocracy in language education, but also advances conversation on language education from a multilingual and multicultural perspective by addressing the limits of meritocracy through Global Englishes with a translanguaging orientation.

Teacher’s Perceptions of Online Learning During COVID-19: A Study in SHS Indonesian Context

This study aims to investigate the English teachers' perception in Indonesia of online learning during COVID-19. This study applied a descriptive analysis approach, and the data were collected through interviews with English Teachers in Indonesia. The result shows that the English teachers’ perceptions toward online learning in the pandemic era are divided into three parts. First, they support facilitation like internet connection, gadgets, and quota. They were then followed by the learning process, such as the interaction, the explanation, the generation gap between teacher and students, the way to control students, and the challenges to create an effective climate towards the process.

Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks

The pedagogy of English-Language Teaching (ELT) has highlighted the close connection between language and culture. In the educational setting, teaching and learning materials are linked to the introduction of culture, which is represented through language, particularly in English language material. The findings of this paper provide Indonesian English teachers with new insights into the presence of cultural value in the English textbooks used. Unquestionably, the inclusion of various cultures in the textbook may help teachers and students become more aware of their own cultures as well as develop a better understanding of the existence of other cultures. The cultural content of High school Indonesian English e-textbooks was analyzed using multimodal analysis. The framework used in this project is based on Stec's work on categorizing as well as Cortazi and Jim's (1999) work. It is discovered that there is an imbalance between the source culture, the target culture, and the international culture as a result of the cultural content in Indonesian high school e-textbooks. Nevertheless, when compared to other cultures, the source culture is more dominant. Students are expected to be more aware of their culture after reading input texts that expose surface cultures. It could validate the idea that using relevant, culturally relevant content is crucial when teaching the target language.

Indonesian English Teachers’ Work Engagement and Attitudes towards the Use of Instructional Technology: A Survey Study

The present study was conducted to investigate the level of work engagement of Indonesian high school teachers of English and its relationship with their attitudes towards the use of instructional technology (IT) during the Covid-19-driven online instruction. The study employed a survey method of distributing a Google Form questionnaire and a total of 114 teachers participated in the study. It was found that the participants generally reported a high level of work engagement in their English Language teaching (ELT) profession. Though at least 93% of the participants reported their engagement in the profession in all questionnaire items, they seemed to be less sure about their level of engagement in terms of striving for excellence in the profession seen from lower "strongly agree" responses. The present study further found a statistically significant positive relationship between the participants' level of work engagement and their attitudes towards the use of IT during the pandemic-driven online instruction. Their level of engagement could predict a 21.7% variance in their attitudes towards the use of IT. Pedagogical implications include encouraging teachers to use all the experiences they obtained during the pandemic to upgrade themselves as teachers rather than totally 'going back' to the old ways of teaching before the pandemic. Future studies could investigate English teaching as a job and can be conducted qualitatively to see the extent to which teachers’ reported engagement is manifested in everyday teaching.

The Policy to State HOTS in Basic Competence (KD) of 2013 English Curriculum and English Teachers’ Practice in Developing Indicator Achievement

Higher order thinking skills (HOTS) are already a trend in educational sector. Indonesian government also recommends HOTS in the national curriculum. The concepts of HOTS are applied as a policy in the competences required (based on the regulation of Ministry of Education number 22 in 2016) of the 2013 English Curriculum. The concepts of HOTS are applied in statements of ‘basic competences’ (as known as KD) in the 2013 English Curriculum (syllabus). The purpose of stating HOTS concepts in ‘KD’ to make all of the process of teaching and learning resulted on the students’ ability to be able to think and practice higher order thinking skills in their daily life. As represented in the ‘basic competences’ (KD) of 2013 English curriculum (syllabus revised edition), HOTS can be considered as the significant point in developing indicator (as the objective) of teaching and learning. The development of indicators should be in line with the theory of HOTS, from analyzing, evaluating and creating (based on the revised Bloom taxonomy). However, there are a lot of English teachers who still get difficulties in developing appropriate teaching learning indicators in fulfilling HOTS concepts. In national practice, the policy of implementing HOTS as the basic competences may not be carried out fully by the Indonesian English teachers. There is also a tendency to ignore the discussion of developing appropriate indicator achievement as the learning objectives.

Evaluative Analysis On Mooc With Lms Based To Improve English Teachers’ Teaching Competences

In the 5th Industrial Revolution era, English teaching method blended with technology and information-based skills will be more noteworthy to improve English teachers’ teaching aptitudes. Here, the role of Non-Formal Training Institute (LKP) with its new teaching framework is very crucial to increase English teachers’ teaching competences in this industrial revolution era, improve their students’ attainment and advance their professional knowledge. To optimize this role, this research was conducted using Kirkpatrick's 4-level evaluation model, to assess the implementation of Massive Open Online Course (MOOC) with Learning Management System (LMS) based in non-formal educational context for many English teachers in Indonesia. This study aimed to determine the benefits and constraints of implementing this online course using evaluative techniques with quantitative and qualitative research methodologies. Data collection techniques were interviews, document observation and questionnaires. The results showed that at the reaction level, the research participants gave a positive response to the online course, the participants also succeeded in increasing their teaching knowledge (learning level), changing behavior in teaching English (behavior level), and improving their students’ achievement (level result). The greatest benefits felt by participants included beneficial topics, video materials, and video conferencing frames which had a direct impact on their teaching knowledge and skills development. The obstacles faced by the participants were problems with internet access, video conference access, and assignments.

Pre-Service Teachers Literacy of Assessment for Learning

: This study set out to compare the literacy of assessment for learning (AfL) of pre-service English teachers in Indonesia and Malaysia. The focus was on how pre-service teachers majoring in English education in the two countries understood the concept of AfL which includes the six dimensions- framework, namely teachers as assessors, teachers as pedagogists, teachers as student partners, teachers as motivators, teachers as learners, and teachers as a stakeholder partner. It involved 451 pre-service English teachers. A total of 42 items of the AfL questionnaire developed by Alonzo (2016) was used in this study. Confirmatory factor analysis with Mplus version 7.2 were used to see whether the pre-service English teachers had the same perception in terms of the six dimensions. Subsequently, MANOVA was used to see whether dimensions that emerged differed significantly by the respondents' gender and their highest expected education. The results showed that the six dimensions of assessment for learning emerged from the data collected from the pre-service English teachers in the two countries. Some significant differences on the six dimensions were found in relation to their gender and expected education.

TASK-BASED LANGUAGE TEACHING (TBLT) TO INCREASE ENGLISH SPEAKING SKILL OF INDONESIAN SECONDARY HIGH SCHOOL STUDENTS

The aim of this study is to investigate the benefits and challenges of Task-Based Language Teaching (TBLT) in the development of students’ speaking ability in Indonesian Secondary School Context. This study used comprehensive literature review from various sources. From the discussion, it is informed that TBLT is useful to increase English speaking competence of students. Firstly, TBLT is applicable to fosters students’ oral fluency. Secondly, TBLT can improves the speaking accuracy of students. Thirdly, TBLT helps students to enhance their speaking confidence. However, several challenges need to be addressed by the English teachers in order to use TBLT effectively. The finding of this study provides valuable literature for English teachers in Indonesia regarding the use (benefits and challenges) of TBLT to teach speaking skill.

Self-Efficacy of English Language Teachers With Low and High Curriculum Literacy in Indonesian Schools

This study explores the difference in self-efficacy between high school English language teachers with two levels of curriculum literacy. The data were collected using a curriculum literacy test and a self-efficacy scale that were delivered online to 251 English teachers in Indonesia. The respondents were split into two groups based on their curriculum literacy scores. The findings show that teachers with higher curriculum literacy levels were more self-efficacious than those with a lower level of curriculum literacy. This implies that curriculum related courses in preservice teacher programs need to be improved, and in-service teacher training should focus on curriculum knowledge.

A SUBJECT MATTER SPECIALIST VERSUS STUDENTS’ MORAL GUARDIAN: EFL TEACHERS’ VOICES ON CHARACTER EDUCATION INCORPORATION INTO CLASSROOM INSTRUCTIONS

The degradation of morals among Indonesian young generation and the urgency of teaching both good competencies and strong characters to succeed in the 21st-century globally competitive society for them require all teachers including English teachers to incorporate character values into their classroom instructions as mandated in the 2013 curriculum. Given the fundamental roles teachers could serve in the success of promoting good character both outside and inside the classroom, it is critical to understand how they view such a program before they could bring it into the classroom. This qualitative case study scrutinizes how Indonesian English teachers perceive character education incorporation. Employing an interview, classroom observation, and lesson plan analysis, to two purposefully-selected English teachers from two different piloting schools, findings reveal that while they agree on the pivotal role they could serve toward students’ character development, they also emphasize the enhancement of some other factors, such as inspiring teachers, family, good leadership, the cohesiveness of school community members, media, and government supports for the success of character education reinforcement program in Indonesia.