Indonesian English Teachers Research Articles

Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study

Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.

EFL teachers’ perceived productive skills for effective teacher professional development program

Indonesian EFL teachers’ English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers’ perception of their productive English skills, speaking and writing. A mixed method was employed by focusing on introspective method. Quantitative data were obtained through a closed-ended questionnaire filled in by 206 secondary school teachers and analysed using SPSS software. Ten randomly selected teachers were interviewed to confirm the quantitative data. The findings show that EFL teachers’ speaking and writing skills are at a moderate level (68.62-71.70) and (67.83-71.18), respectively. Interview results indicate a low intensity of spoken English use in the classroom, which is less than 50%. This occurred for two main reasons: the students’ low ability to understand teachers’ talk/explanation and the teachers’ declining speaking ability. Meanwhile, only 2 of 10 teachers taught writing by following the steps of the writing process. However, at the interview session, the teachers rated themselves for speaking from 6-9 and for writing from 5-9. All teachers agreed that training to improve their English proficiency was highly important; this could be realised through the MGMP program. The results of these data will be used to develop a prototype of the Competency Test for Indonesian English Teachers (CTIET) to develop EFL teachers’ sustainable English proficiency.

BEYOND FALLACIES: STRENGTHS AND QUALIFICATIONS FOR ENGLISH TEACHING PROFESSION IN INDONESIA

Proposing the idea of perception toward native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs), this research was motivated by the historical changes from the ‘fallacies’ in finding the most suitable English teachers between the two categories to discussing their potential if those teachers collaborated in team teaching. This study aimed to reveal a) the top three language skills pre-service English teachers perceived to improve if taught by either NESTs or Indonesian English teachers and b) the priority list of qualifications to meet by them. The quantitative findings from a close-ended questionnaire involving 186 pre-service English teachers in the Department of English Education at an Indonesian university indicated that the respondents tend to view NESTs as good models to teach oral-aural skills such as listening, pronunciation, and speaking. On the other hand, Indonesian English teachers could better-supporting students in teaching written skills such as grammar, vocabulary, and writing skills, which are more related to accuracy and language features. For the second objective, our results indicated that our respondents agreed that the English teaching profession should have fair treatment. Both NESTs and Indonesian English teachers are required to have relevant academic qualifications, and teaching experiences were viewed.

PERCEPTION TOWARDS LECTURER’S CODE-SWITCHING IN EFL CLASSROOM OF STUDENTS AT THE AKADEMI KOMUNITAS MAPINDO FOOD AND BEVERAGE STUDY PROGRAM

Teaching English in Indonesia still faces several obstacles because not all students easily understand the meaning of what the Lecturer says in English. This greatly influences the students' success in understanding the material given, especially in completing the assignments or exams given. Therefore, most English language teaching and learning activities in Indonesia use code switching. Code switching is a change of language (switch) in communication, from one language to another Apart from that, code switching here means English to Indonesian or Indonesian to English. This research examines students of Akademi Komunitas MAPINDO food and beverages study program on the use of code switching in English Foreign Language (EFL) class. This research uses a qualitative research method with three instruments, namely questionnaire distribution, interviews and data collection. 28 students filled out the questionnaire, which is the total number from one class and these students are also involved in answering additional essay questions recognize the use of code switching in class. However, only 5 results were used to represent the entire class included in this research. The research results show that (1) the majority students agree to the use of code switching when it is taught in class (2) they perceive the existence of code switching help them improve their understanding of English language teaching (3) they think that Lecturers who use code switching are friendlier in teaching and better understand students' fluency in English (4) Students think that code switching can improve their readiness exam and pass (5) students feel confident when learning English by code switching and feel comfortable in class.

Measuring meritocracy: a study of Indonesian English teachers’ views on the role of effort in their own and their students’ success

ABSTRACT Meritocracy argues that people’s success in life should be based on their own effort, not their family background. Education plays a vital role here, providing opportunities for people of all ages to develop and demonstrate their merit. Although meritocracy is generally seen as positive, this article cautions that achieving a more meritocratic society can be problematic, that merit can be difficult to define, and that merit may be unfairly used to rationalize inequality. A survey study was presented involving 260 school teachers of English in various parts of Indonesia who were asked their views and experiences on meritocracy. Results suggest that many supported meritocracy and believed that it functioned fairly well in Indonesia for themselves, their own students, and students in Indonesia generally. The study makes an empirical contribution to a small but growing body of research on the role of meritocracy in education, especially in the Global South.

TEACHERS’ PERCEPTION ON THE IMPACT OF ENGLISH ON INDONESIAN LANGUAGE AND CULTURE

This article discusses a study on English teacher perceptions of English as a global language in Indonesia. The goals of this research are to determine whether non-native English teachers in Indonesia recognize the rising role of English in the global world, particularly in Indonesian schools, and to learn how those teachers assess the effects of English on Indonesian language and culture. Five English teachers from various secondary schools took part in this study. Data were collected through an open questionnaire. As a result, all of the participants' comments were consistent, stating that English was indisputably crucial in today's competitive world. They tend to have highly positive perceptions of English as a way of connecting with the international community and supporting Indonesian communicative functions. There is also an amazing unanimity that English can coexist beneficially in this country, even though many people argue that the language has a harmful impact on Indonesian

THE REALIZATIONS OF TEACHING PROFESSION: FOUR INDONESIAN NOVICE ENGLISH TEACHERS' NARRATIVES DURING THE PANDEMIC

This study explores teacher professional identity (TPI) of novice English teachers in Indonesia by looking at their narratives related to their experiences before and after they entered the profession. The central question leading this inquiry is “What realizations about the profession shape the participants’ TPI?” The data were collected from four participants through emails and follow-up interviews by phone. The data, then, were co-constructed to create coherent narratives of the four novice teachers. Further analysis was conducted by identifying their new realizations and awareness of being English teachers. These realizations about teaching and the profession were discussed in terms of the TPI elements. The findings indicate that realizations about various aspects of TPI of the novice teachers could lead to a better understanding of their professional identity formation before entering the profession, after entering the profession, and at the time of COVID-19 pandemic (2020-2021). The TPI claims in the three stages indicate the complex process of TPI formation and the implications of the process can be the foundation of English teacher education and professional development reform.

Learning from COVID-19: how Indonesian English teachers see computer-assisted language learning?

<span lang="EN-US">The COVID-19 outbreak has transformed various parts of life, including teaching and learning methods. Teachers, especially Indonesian English teachers, were taken aback by the abrupt transition from offline to online instruction because it was unanticipated and unprepared. This paper attempted to investigate how teachers implement their pedagogical knowledge in the online environment during the pandemic and how they improve on using computer-assisted language learning (CALL) during the sudden shift from offline to online instruction. The findings revealed that teaching methods are being adapted to accommodate the features of the online platform. In order to adjust to this new situation, teachers use their creativity to adapt the stages of cooperative learning, collaborative learning, and class discussion in an online context. Participating in virtual workshops and training also helps teachers improve their digital skills concerning internet material. In the future, the results of the present study can be applied to improve the teacher education curriculum. Specifically, it is suggested to construct a course for the teacher education curriculum that places pre-service teachers in diverse and challenging conditions.</span>

In-service EFL teachers’ self-perceived receptive skills

Professional English language teachers are expected to master subject knowledge that includes not only their knowledge of English language but also their proficiency in using the language. They can self-assess their proficiency and use their assessment result as the basis for their professional growth since it can inform which areas that still need improvement. Despite the importance of teachers’ self-assessment, there has not been much research on this, especially one that investigates the teachers’ perceived receptive skills. This study, therefore, aims to explore the in-service teachers’ perception of their proficiency level, particularly of their receptive skills. This research uses a descriptive quantitative approach utilizing a survey containing 48 questions of self-perceived reading and listening skills which was distributed to in-service teachers in lower and higher secondary schools in Indonesia. This snowball survey received responses from 449 in-service teachers from various islands in Indonesia such as Java, Bali, Sumatera, Sulawesi, Kalimantan, and Papua. The results show that, in general, the participants considered themselves to be able to comprehend various text types concerning personal and daily issues in both written and spoken modes. However, when it came to comprehending longer texts with more complex linguistic choices and structures in both modes, an increase in the number of participants who struggled was evident. These findings indicate that while most of the in-service teachers were confident in their receptive skills. However, while only limited numbers of in-service teachers’ facing difficulties in comprehend longer and more specialized texts containing complex linguistic resources, support is still needed. Based on these findings, this study discusses several important implications for teacher educators and English teachers in Indonesia and offers recommendations for future research in EFL contexts.

In-Service English Teacher’s Lived Experience in Using ChatGPT in Teaching Preparation

ChatGPT usage has gained popularity in education. ChatGPT is an AI that can produce human-like text and has implications for education. This study explored eight Indonesian English teachers’ lived experiences in integrating ChatGPT in their teaching preparation. In-service teachers’ perceptions, emotions, pedagogical activities, decision-making, and teaching transformations were explicated from their lived experiences through one-on-one in-depth interviews. The data gathered was later analyzed through transcendental framework analysis. The findings highlighted teachers’ various perceptions. Some considered this AI as a useful tool to generate ideas and materials with the awareness of its limitations in human-like understanding. Further, teachers experienced both excitement and concern towards ChatGPT. The integration practice resulted in improved teaching planning among teachers while retaining the quality after thoughtful adaptations. Additionally, ChatGPT helped teachers provide a better learning approach and contextualized learning. Significantly, as ChatGPT becomes more widely accessible, further research is required to guide teachers on its wiser utilisation.

Code Switching in English Teacher Instruction: A study of the Teacher Language in English Classroom and Its Implications for Indonesian Students Language Education

Teaching English in Indonesia is not the same as teaching English in a country where English is the native language. The teacher should make sure the students understand the explanation or instruction from the teacher. In the foreign language classroom, code switching is naturally occurring to make the teaching learning process run smoothly. Therefore, this study aimed to explain the function of code switching, students perceptions of the teacher’s code switching, and the effect of teacher’s code switching practices on students’ understanding in the teaching learning process. It was conducted at SMAN 9 Palu by using descriptive qualitative as the method. The researcher used observation, questionnaire and interview to get the data. The results of the study showed that first, there were three functions of code switching used by the teacher proposed by Sert (2005), those are topic switch, affective function, and repetitive function. Second, most of the students had positive perceptions about students' understanding and students' feelings during learning with code switching used by the teacher. Third, code switching used by the teacher in teaching learning English process provides a positive effect in providing a positive learning environment, and facilitating students with low level of second language proficiency
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 Keywords: Code switching, English classroom, teacher instruction

Fostering Learner Autonomy in English as Foreign Language Classroom: Indonesian Context

The study explores current independent learning and how it has evolved in Indonesian English teaching practice. Considering students' versatility in choosing their method of study, autonomous learning may prove to be a promising technique in the practice of teaching English. Learners' motivational tendencies were influenced by a variety of factors, including extrinsic and intrinsic factors. A mixed method was employed in this study. A five-Likert scale questionnaire was distributed to obtain the perspectives of university students and English lecturers in Indonesia concerning the matter of learner autonomy. A group interview with English teachers elicited the perspective on learner autonomy. The result illustrated that most students believed that independent learning would help them become more autonomous, responsible, and aware of what they need to study English. Their motivation to learn English, whether internally or externally, was also increased by autonomous learning. English teachers in Indonesia were positive about fostering independent learners in the EFL classroom, and they believed autonomous learning benefited students making them more confident, active, critical, self-aware, and supportive of the teaching and learning process. Teachers were crucial in directing, monitoring, evaluating, and providing feedback. Several problems must be overcome from actual teaching practices, such as students’ and instructor readiness, variation in students’ knowledge backgrounds, cultural backgrounds, and various student personalities

Portraying Indonesian English language teachers’ readiness for teaching online classes

Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.

PERSPECTIVES AND EXPERIENCES OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS IN DEVELOPING DIGITAL LEARNING RESOURCES

The adoption of the 2022 Emancipated Curriculum in Indonesia has prompted a need for pre-service English teachers to acquire new skill sets. These skill sets entail the integration of technology and pedagogy, aligning with UNESCO's transformative pedagogy approach to learning, which emphasizes a new paradigm of learning with a focus on essential elements of language learning. This qualitative study aims to investigate the perspectives and experiences of pre-service English teachers in Indonesia in developing digital learning resources for English learners that resonate well with the nature of the Emancipated Curriculum. A phenomenological research approach was adopted, and data were collected through a questionnaire and semi-structured interviews with 16 pre-service English teachers who had completed their final research project on the development of digital learning resources that promote a holistic English language learning. The data was analysed using both corpus analysis and thematic analysis techniques. The findings reveal that pre-service English teachers in Indonesia encounter substantial obstacles when it comes to developing and utilizing digital resources. These challenges include limited access to technology, resistance from schools to embrace digital learning, and students' inadequate English proficiency levels. Despite these constraints, the pre-service teachers generally express satisfaction and confidence in creating their digital learning materials. They also view digital technology as a valuable resource that can enrich the teaching and learning experience. In conclusion, the paper emphasizes the need to equip preservice English teachers in Indonesia with the necessary skills and knowledge to navigate the digital age and work as curriculum engineers effectively. This study suggests that by integrating digital pedagogy and providing access to digital resources, preservice English teachers can become competent curriculum engineers who can deliver quality English language instruction in the 21st century. Ultimately, this will enhance the quality of English language instruction in Indonesia and ensure that preservice teachers are well-prepared to navigate the digital age and provide quality education to their students.

Elementary Teachers’ Difficulties in Team Teaching: An Exploration between Novice and Experienced Indonesian English Teachers

<p>This research aims at exploring the difficulties faced by elementary school teachers in team teaching between novice and experienced teachers. This research was conducted in some private schools in Medan. Participants consisted of 16 teachers of which 8 teachers were chosen in participating the questionnaire and interview of 4 novice teachers and 4 experienced teachers. This research used qualitative methods and took a thematic approach to its data collection. A questionnaire with open-ended questions as well as semi-structured in-depth interviews served as the research instruments. The findings of this research reveal four common themes that emerged from the responses to the questionnaire regarding the difficulties that teachers experience during the process of team teaching and the factors that contribute to those difficulties. It is necessary to conduct additional research in order to determine whether the perspectives of team teachers working in various areas are unique or equivalent.</p>

ASSESSING ENGLISH TEACHERS’ ASSESSMENT LITERACY IN INDONESIA CONTEXT

Assessment literacy, the thorough understanding of assessment, is essential in education. However, the development of teacher assessment literacy in Indonesia has been alarmingly slow. This study investigated the development of teacher assessment literacy in English classes using a descriptive qualitative research design with 33 items related to basic assessment concepts. The results showed that there has been no significant change in the literacy level of English teachers in Indonesia. This low literacy level has not been seriously addressed by the government or education units, which has had various negative consequences for students and teachers alike

An Analysis of Instructional Design Model and Students’ English Achievement

Teaching English in Indonesia should get attention to face the era of globalization. The initial survey shows that students still face problems or difficulties in learning English, especially productive skills. So, the study aimed to investigate the kinds of instructional design models (IDM) conducted by lecturers, to expose the stages of IDM, and to describe the learning achievement of the students’ English productive skills. The subjects of this study were lecturers who taught English productive skills, namely speaking and writing skills, and the fourth semester students who had programed these courses. The procedures were (1) a preliminary survey of learning problems, (2) designing research instruments, (3) validating instruments, (4) collecting data through instruments, and (5) analyzing and interpreting the results of data analysis. The instrument was a questionnaire that aimed to obtain information from lecturers, while the test aimed to measure the achievement of students’ English productive skills. The results showed that the lecturers used several kinds of IDM with various stages, and the students’ English achievement was in good classification for speaking skills and fair for writing skills. Therefore, the lecturers were considerably required to choose the kinds and various stages of IDM in their teaching and learning processes.

Basic Knowledge of Middle School English Teachers in Indonesia in Assessing Students ' Writing Ability

<p>The capacity to plan lessons and assess students’ learning defines junior high school teachers’ professionalism. Because it significantly affects how they evaluate students’ writing learning outcomes, junior high school English teacher must have a solid foundation in assessing writing. 87 Junior high school teachers from the district and 38 junior high school teachers from the municipality were asked to participate in this quantitatively descriptive study by completing questionnaires regarding their fundamental writing assessment knowledge. Only 16.09% of district teachers and 26.32% of municipal teachers received scores above 60 as a result. These teachers still have significant difficulties planning, implementing, and evaluating writing even though they are all credentialed and routinely report significant professional activities. All stakeholders, particularly schools and the ministry of education.</p>

Utilizing Mobile Apps and Games to Implement MALL (Mobile Assisted Language Learning) during Covid-19 Pandemic

The Covid-19 pandemic has significantly changed the field of education, prompting a shift toward remote and online learning. Mobile Assisted Language Learning (MALL) has emerged as an innovative method of language acquisition, that is focusing on the widespread availability of mobile devices and applications. Regarding the benefits of implementing MALL during the pandemic, this study aims to discuss further on how English teachers in Indonesia utilized mobile apps and games to implement MALL during the pandemic as well as the benefits and the challenges. A comprehensive search approach will be utilized for discovering relevant research published in academic journals and conference proceedings. The selected research will go through a rigorous screening procedure to guarantee their relevance and quality. The result of the study showed that teachers commonly used WhatsApp, Google Classroom, Zoom, and Kahoot! to facilitate students’ language learning. In addition, the previous studies mentioned that the benefits of utilizing mobile apps and games in teaching English are including learning flexibility, individuality, and practical use of them. Meanwhile, the challenges faced by the learners are an unstable internet connection as well as the difficulty in controlling the classroom experienced by the teacher.

Efl Teacher Learning In Online Community Of Practice

Teachers’ professional development is essential for improving student learning outcomes and fostering overall educational quality. However, many teachers believe that TPD programs are ineffective. Teachers require ongoing programs, encouraging them to discuss ideas and give feedback, and do a collaboration. One of the programs is community of practice, which is a social learning process in which individuals with similar interest collaborate. Thus, this study aims to explore teachers’ learning in community of practice to develop their professional growth. This study adopted case study design involving a group of English teachers in Indonesia who joining an online TPD program. The data were gained through WhatsApp interaction between the teachers and the trainer, and among the teachers. The findings indicated that teachers learn in community of practice by getting proposed questions and given feedback by the trainers, getting teaching resources from the trainers and their fellow teachers, and presenting an issue related to their teaching. These aspects lead to interaction among them. Moreover, the presence of a group coordinator and administrator may help the teachers to foster teachers’ engagement towards the program.