Unraveling the Challenges of Indonesian  Novice Teachers of English

Widiati, Utami; Suryati, Nunung; Hayati, Nur

doi:10.17509/ijal.v7i3.9824

Cited by 17 publications

(30 citation statements)

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“…Some of the studies focused on the reasons for someone to become a teacher (Afrianto, 2014;Muazza, Mukminin, Aina, Ariyanti, & Rosmiati, 2016;Tustiawati, 2017). Others focused on the obstacles or obstacles that a person experiences while being a teacher during a teacher education program (Abid, 2018;Widiati, Suryati, & Hayati, 2018) or teaching practicum program (Afrianto, 2017;Rahayuningsih, 2016;Riesky, 2013;Wempi Pasaka, Emilia, & Amalia, 2014).…”

Section: Introductionmentioning

confidence: 99%

Becoming an English Teacher: An Autobiographical Narrative Inquiry

Daud

2021

AIJP

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This paper documents a fragment of a story in my life that plays a significant role in shaping my identity as an English teacher and influencing me in deciding to become an English teacher as my career choice. This study's research question is 'how and why did I decide to become an English teacher?'. This study was conducted using the "narrative inquiry" method underthe qualitative research paradigm. The study is carried out by describing an individual's life, collecting and retelling parts of his life relevant to the research topic. In this study, the fragments of the story that are retold are the writer's own experience. This study shows that a person's journey to become a teacher can start long before he/she enters a teacher education institution. A person's decision to become a teacher can come internally and come from external factors, such as the influence of 'significant others', socio-cultural factors, economic factors, and teacher political factors. All of these factors are intertwined or influence a person's final decision on whether to choose a career as a teacher or not.

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Section: Introductionmentioning

confidence: 99%

Becoming an English Teacher: An Autobiographical Narrative Inquiry

Daud

2021

AIJP

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“…A small number of teachers (14%) have less-than-five-year teaching experience. Such a teacher proportion in terms of teaching experience is possibly due to the moratorium policy implemented by the Indonesian government in the last few years, as has been reported by Widiati et al (2018).…”

Section: Background Information About the Research Respondentsmentioning

confidence: 78%

English Teachers’ Conceptualization of Foreign Language Literacy in Relation to Indonesia’s Gerakan Literasi Sekolah (School Literacy Initiative)

Widiati

Wulyani

Khoiri

et al. 2021

Indonesian J. Appl. Linguist.

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This study aims to explore how, in relation to Indonesia’s Gerakan Literasi Sekolah (GLS – School Literacy Initiative), Indonesian English teachers of secondary schools conceptualize L2 literacy in terms of linguistic and other sign systems, cognitive, sociocultural, and developmental dimensions, a model of literacy beliefs profile by Kucer (2014). The data were collected through a survey questionnaire adapted from Kucer’s model, comprising 37 closed-ended items on conceptual understandings of foreign language literacy, presented in values of 1 to 5 Likert-scale indicating statements from strongly disagree (SD), disagree (D), neutral (N), agree (A), to strongly agree (SA). After being moderated for validity and clarity, the questionnaire was distributed to various groups and forums of English teachers through Google-form. With this convenience sampling procedure, 157 English teachers, mostly from East Java Province, Indonesia, responded to our questionnaire. The results of descriptive analyses in the forms of mean percentages portray how English teachers in our study successfully frame L2 language literacy as reflected in Kucer’s dimensions, which potentially equip them with knowledge about taking part in the success of GLS implementation. They seem to understand that the core of literacy lies in the cognitive dimension, suggesting the use of literacy to express meanings, and that the expressions of meaning require linguistic literacy dimension as the vehicle. These cognitive and linguistic literacy dimensions are affected by the sociocultural literacy dimension, and the employment of the three dimensions tends to continually exist as we are experiencing new and novel events from day to day. Future research might focus on exploring how these understandings about literacy are finally realized in the classroom.

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“…A previous study conducted by Widiati, Suryati and Hayati (2018) stated that the novice teachers' experiences during pre-service teacher education are experiences during the initial years of teaching, challenges in lesson planning, challenges in lesson implementation, challenges in classroom management, and challenges in professional development. In terms of classroom management, the novice teachers reported to have difficulties handling big classes, the time available or provided and used to carry out the duties is very limited, and the heavy hours of teaching.…”

Section: Background Of Studymentioning

confidence: 99%

ELT Students’ Perceptions of Classroom Management during Teaching Practice: Difficulties and Solutions

Side

Latief

Laksmi

2021

JoLLA

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Teaching practice becomes one of the challenges for ELT student teachers to carry out the theories they have learned into practice. In view of the challenges, ELT student teachers of Universitas Negeri Malang may also have difficulties in managing a classroom. Therefore, this study was conducted to know the ELT students’ perceptions of classroom management during teaching practice, focusing on the difficulties and solutions. A quantitative with a descriptive research survey was used as the research design. An online questionnaire and interview were used as the instruments to collect the data. The result of this study shows that ELT student teachers 2016 of Universitas Negeri Malang have many difficulties in setting the rules and procedures, especially for group work. The result of the questionnaire depicts that some students break the rules (83.4%), difficulties in handling students who were not willing to work with their friends (67.9%), difficulties in ending the teaching and learning activity that reinforces discipline (66.7%), difficulties in engaging students’ interests at the beginning of teaching and learning activity (57.1%), and difficulties in handling students who bother their friends when they have finished a task (51.2%). For ELT student teachers who will be doing their teaching practice, it is essential to understand and deepen the knowledge of managing the classroom. Moreover, student teachers need to set clear instructions for group work and negotiate with the students whether they want to make groups by themselves or randomly chosen by the teacher. Lastly, give extensive activities for “disruptive students”. Keywords: student teachers, teaching practice, classroom management Abstrak: Praktik mengajar menjadi salah satu tantangan bagi mahasiswa ELT untuk mengimplementasikan teori-teori yang telah dipelajarinya. Melihat tantangan tersebut, mahasiswa ELT Universitas Negeri Malang sebagai calon guru mungkin juga mengalami kesulitan dalam mengelola ruang kelas. Oleh karena itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa ELT tentang pengelolaan kelas selama praktik mengajar, fokus pada kesulitan dan solusi. Penelitian ini menggunakan metode kuantitatif, survei deskriptif. Instrumen yang digunakan untuk mengumpulkan data adalah angket dan wawancara. Hasil penelitian ini menunjukkan bahwa mahasiswa KPL Pendidikan Bahasa Inggris Universitas Negeri Malang tahun ajaran 2016 mengalami banyak kesulitan dalam menetapkan tata tertib dan prosedur di dalam kelas selama praktik mengajar, terutama saat kerja kelompok. Hasil kuesioner menunjukkan bahwa mahasiswa KPL mengalami kesulitan dalam menetapkan aturan dan tata cara kerja kelompok karena ditemukan beberapa siswa yang tidak patuh (83,4%), kesulitan dalam menangani siswa yang tidak mau bekerja dengan temannya ( 67,9%), kesulitan dalam mengakhiri kegiatan belajar mengajar yang melatih kedisiplinan (66,7%), kesulitan dalam menarik minat belajar siswa pada awal pembelajaran (57,1%), dan kesulitan menangani siswa yang mengganggu temannya saat mereka telah menyelesaikan tugasnya (51,2%). Bagi mahasiswa KPL Pendidikan Bahasa Inggris yang akan praktik mengajar, sangat penting untuk memahami dan memperdalam ilmu pengelolaan kelas. Selain itu, mahasiswa KPL perlu memberikan instruksi yang jelas saat kerja kelompok dan bernegosiasi dengan siswa apakah mereka ingin membuat kelompok sendiri atau dipilih secara acak oleh guru. Untuk “siswa yang mengganggu”, mahasiswa KPL dapat memberikan tugas tambahan. Kata kunci: guru siswa, praktik mengajar, manajemen kelas

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Unraveling the Challenges of Indonesian Novice Teachers of English

Cited by 17 publications

References 12 publications

Becoming an English Teacher: An Autobiographical Narrative Inquiry

Becoming an English Teacher: An Autobiographical Narrative Inquiry

English Teachers’ Conceptualization of Foreign Language Literacy in Relation to Indonesia’s Gerakan Literasi Sekolah (School Literacy Initiative)

ELT Students’ Perceptions of Classroom Management during Teaching Practice: Difficulties and Solutions

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