English Proficiency of Secondary School Teachers in Indonesia

Lie, Anita; Tamah, Siti Mina; Trianawaty, Trianawaty; Triwidayati, Katarina Retno; Jemadi, Fransiskus

doi:10.33508/bw.v7i2.1950

Cited by 5 publications

(5 citation statements)

References 15 publications

(16 reference statements)

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“…As a result, many schools may not have qualified and proficient English teachers who can serve as language models for their students' language development. The study of Lie, Tamah, and Trianawatyrianawaty [56] proved this phenomenon. Novice teachers, teachers with teaching experience of fewer than five years, and apprentice teachers, with teaching experience between 5 to 10 years, still show inadequate English language proficiency.…”

Section: Relationship Between Self-efficacy and Motivation To Teachmentioning

confidence: 84%

Pre-service English teachers’ motivation to pursue a career in teaching viewed from speaking self-efficacy

Hartono

Hidayati

Wiyaka

2023

IJERE

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<span lang="EN-US">Previous research on pre-service teachers’ motivation to pursue a career in teaching found different results. Some research found altruistic motivation dominant in determining career decisions, while others suggest extrinsic or intrinsic motivation. The current study extended the topic by relating pre-service English teachers’ motivation to teach to English-speaking self-efficacy. There were 94 pre-service English teachers of different semesters participated in this study. Data were collected with a Likert-type questionnaire. Pre-service English teachers have a high motivation to pursue a career in teaching, and extrinsic motivation was the most dominant motive. The nobility of the profession, sustainability of job demand, inspiration from the teachers, and flexible working hours are among the extrinsic motives. The pre-service teachers also have a high level of English-speaking self-efficacy. However, they still have problems with anxiety, the use of idioms, the use of accurate grammar and vocabulary, and fluency. Between motivation to teach and their speaking self-efficacy lies a significant positive correlation at a moderate level. This moderate level of the relationship suggests that English-speaking self-efficacy is not a determining factor in motivating pre-service English teachers to have a career in teaching. Consequently, some English teachers may have inadequate proficiency in the language they teach.</span>

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Section: Relationship Between Self-efficacy and Motivation To Teachmentioning

confidence: 84%

Pre-service English teachers’ motivation to pursue a career in teaching viewed from speaking self-efficacy

Hartono

Hidayati

Wiyaka

2023

IJERE

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“…Concerning the idea, by pitching dialogues one to another between teacher and students it is no justification of right or wrong answer, however, why the idea is correct or wrong, why the students confirm the correct or wrong. Furthermore, with higher school, junior and senior, the topics are more various, the teacher will introduce a challenging topic to discuss and draw ideas instead of conclusions earlier by specifying words of selective diction (Lie et al, 2019;Riadi, 2019). Thus, the foreign language acquisition process leads to improving students' comprehension as literacy competence, which is one of the competencies as the door for many gateways.…”

Section: Introductionmentioning

confidence: 99%

The Genre Approaches for Teachers’ Strategy to Deliver Productive Teaching-Learning in English Subject at Sman 1 Kota Langsa

Afna

Fadilla²

2022

JETALL

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The article overviewed the teaching delivery approaches of TESOL in language teaching classroom research, which employed at SMAN 1 Kota Langsa, Aceh, Indonesia. It was advised Genre Approach (GA) for engaging discussion than a directive task, a genre which is pitching dialogues one to another between teacher and students, and specifying words of selective diction. The article projected the teaching delivery process which is engaging discussion and defines the teacher-students’ communication skill in English. It described the phenomenon by employing a semi-structured interview, which described to aim an increasing approximation to control of written and spoken texts and the activity, teacher role is facilitator and students are benefactors. The result concerned about GA and its applications profiled the series of classroom practices; preparation, screening, validation, and content review. Thus, eventually, GA also help the teacher to validate their own communication competence, their students’ development process and engagement as well.

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“…While the findings in the survey confirmed ELLs' acknowledgement of their teachers' competencies, the results of group interview proved that improvements need to be made in EFL teachers' personality and professional competences. Indeed, Lie et al (2019) also reported disturbing findings in their investigation of the communicative aptitude of almost a hundred and fifty high school EFL teachers, fifty-two of whom were in the completion stage of their licensure program. The teachers' self-evaluation of their productive and receptive L2 skills, followed by a language aptitude test yielded a surprising discrepancy between the EFL teachers' perceived and real L2 communicative aptitude, signaling the ineffectiveness of teacher certification program and further raising the question on the criteria for its recruitment and graduation.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

Zulfikar

2021

ELTWW

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This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.

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English Proficiency of Secondary School Teachers in Indonesia

Cited by 5 publications

References 15 publications

Pre-service English teachers’ motivation to pursue a career in teaching viewed from speaking self-efficacy

Pre-service English teachers’ motivation to pursue a career in teaching viewed from speaking self-efficacy

The Genre Approaches for Teachers’ Strategy to Deliver Productive Teaching-Learning in English Subject at Sman 1 Kota Langsa

Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

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