Effects of the Competency-based Integrated Training (CBIT) on the Secondary School English Teachers’ Self-efficacy Beliefs

Abstract This paper discusses findings of a survey about the effect of Competency-based Integrated training (CBIT) initiated by the Indonesian MoNE on the secondary school English teachers’ self efficacy beliefs for curriculum implementation in Yogyakarta Province, Indonesia. The findings are based on two types of data collected in January – February 2007. The first type of data was collected from 152 English teachers in the province using a five subscale questionnaire in a two-time frame and was analysed using the Repeated Measures MANOVA. The second type of data was collected using an interview protocol and was analysed using the QSR NVivo 7 packages. Although findings from quantitative data suggest that there are significant differences in the teachers’ efficacy beliefs before and after the CBIT, interviews with some of the teacher sample, however, reveal different aspirations when asked about the contribution of such trainings on their confidence in implementing teaching in the classroom. The findings provide an important implication on the efforts of improving the teaching quality in Indonesian context. Key words: Competency-based integrated training, teachers’ self-efficacy belief

SELF-EFFICACY BELIEFS OF JUNIOR SECONDARY ENGLISH TEACHERS IN YOGYAKARTA PROVINCE OF INDONESIA

Abstract Over the last three decades teachers’ self-efficacy has received significant attention with the mainstream literature considering positive self-efficacy an important aspect of teachers’ professional lives. Self-efficacy has been found to influence the level of teacher enthusiasm, commitment, level of planning and organization, persistence, resilience in dealing with problems, and willingness to experiment with new methods. However, recent research has suggested that positive self-efficacy could be an obstacle to teacher development with efficacy doubt having the potential to contribute to the improvement in teacher quality. The present research investigates the efficacy and work engagement of junior secondary English teachers in Yogyakarta province of Indonesia (N = 152), in a context where the teaching profession, although afforded high social status, does not enjoy significant financial returns and academic recognition. The study also investigates the impact of demographic factors like gender, age, educational background, teaching experience and teacher status, and the context of tasks including the school types and the districts where the teachers teach, so as to examine the effects of a specialist professional development program. The present research was conducted using a mixed methods approach. Quantitative data were collected using three sub-scales from the Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Hoy (2001) and two subscales designed to measure participants’ efficacy for English and curriculum implementation. Qualitative data were collected using an interview protocol and classroom observation schedule. Data from the survey were analysed using the descriptive analysis and the Multivariate Analysis of Variance (MANOVA). Repeated measures were used to examine the effects of training on the participants’ self-efficacy. Qualitative data were analysed Using NVivo 7. Findings suggest that although teacher efficacy was not very high (M = 4.68: SD = 1.45), for these teachers their level of efficacy was contextually optimal., The participants were not so confident that they were not ready or willing to exert significant effort in improving themselves and their teaching performance. Findings also show that regardless of the low financial returns and academic recognition, these teachers reported high levels of work engagement. In addition, findings indicate that a significant unexpected outcome of the professional training program was the opportunity it provided for teacher participants to informally engage in professional conversations and to communicate with their colleagues

Vigor, Dedication and Absorption: Work engagement among secondary school English teachers in Indonesia

Abstract This paper investigates the work engagement among a sample of 152 secondary school English teachers in Yogyakarta, Indonesia, sampled from a competency-based integrated training course. Data were collected using the short form of the Utrecht Work Engagement Scale (UWES 9; Schaufeli et al, 2002). Reliability in the Indonesian context was high (alpha=.91 overall; alphas=.76, .83, .79 respectively, for component vigor, dedication, and absorption subscales). Results suggest that teachers’ work engagement is generally high (overall M=5.04 on the 7-point scale; Ms=4.99, 5.44, 4.71 respectively, for component vigor, dedication, and absorption subscales). Findings are interesting in the context of low student English achievement in this region and implications are suggested in relation to teachers’ continuing professional development and enhancement of student achievement. Key words: work engagement, teachers’ work engagemen

School-based Professional Community Learning: An alternative to reinforce quality teachers

Abstract Teacher professional development is becoming an important issue in the education system of Indonesia as a result of an increase in teachers’ perceived importance. Consequently, various number of teacher professional development (PD) programs are designed. Most of the devised PD programs, however, are considered not very supportive, particularly in terms of putting things gained in the PD programs into practices in the classroom. It is therefore necessary to find an alternative program that enables schools to take part in reinforcing teacher PD programs. Among the alternatives is the school-based professional community learning. This type of PD program accentuates the roles of schools in providing possibility for teachers to put training or other PD programs materials into real practices. Keywords: teacher professional development, professional community learnin

THE ROLE OF ENGLISH AS LINGUA FRANCA – INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY

The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to students’ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation.  The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing.

Intercultural Awareness Levels of Indonesian Pre-service Teachers in International Teaching Practicum

Culture shocks, miscommunications, and even conflict will occur due to a lack of intercultural communication skills. Effective communication with native speakers requires language abilities, cultural awareness, and familiarity with local customs. Several studies on intercultural relationships have been documented. However, there is still limited research on the levels that affect intercultural awareness. This study aims to examine the intercultural awareness of pre-service teachers. This study aims to investigate the levels that affect intercultural awareness among aspiring pre-service teachers participating in an international teaching practicum (ITP). The design used a qualitative multiple-case study. Interviews with eight aspiring English pre-service teachers from Indonesia were conducted to collect data. The results show that the majority of participants agreed that during an international teaching practicum program, they gained the ability to compare and mediate cultural differences and similarities. Indonesian pre-service teachers being investigated had good intercultural awareness. The findings suggest important practical implications for providing students with sufficient references to assist pre-service teachers in enhancing and developing their intercultural teaching abilities

Beginning Teachers’ Motivations and Aspirations through Teacher Education

ABSTRACT: Much research has focused on what motivates people to take on a teaching career. An open question remains – how do their motivations and aspirations change through their professional education? We sampled secondary teacher education candidates near the end of their qualification (N=72) in Melbourne Australia (age: M=21.44, SD 2.77). Participants rated their responses for “then” (recalling their entry to teacher education) and “now” for a range of items. They answered open-ended questions regarding future plans and aspirations, and their teaching related abilities. Responses revealed significant changes in most perceived motivations and aspirations, with all changes in an upward direction. Findings are interpreted in light of the current climate of teacher shortages

The Classroom Management Approach in the Grammar Practice Class

The grammatical competence is a capacity that is considered necessary to organize words and sentences accurately. Since the teaching of grammar means training the students to improve their communicative competence as well, thus it requires a great deal of time. Although the adequate grammar learning classrooms have been managed, yet the additional grammar practice class is considered necessary to carry out. A number of studies related to traditional and modern grammar learning activities have been conducted. However, there are only a few interests on the classroom management approaches utilized in the grammar practice class. Hence, this study is conducted to analyze the systems, structures, and expectations of the grammar practice class conducted by the English Department at a university in Indonesia. The four primary approaches of classroom management are selected as the main framework in this study. The case study research is chosen to portray the structure of grammar practice class to reveal a particular classroom management approach employed in this program. The process of data analysis discloses that the grammar practice class utilizes the assertive discipline. As a result, the grammar instructor is likely to be classroom leader to create a systematic classroom management

Reflection on Background Knowledge Implementation Using Top-down Activities

This paper attempts to examine students’ reaction and potential challenges encountered in the implementation of activities which stimulate their background knowledge. The authors implemented lesson plan which used top-down activities to raise students’ awareness of the use of background knowledge. The analysis in this reflection paper used two evaluation questions. The result showed that there are several reactions from the students as well as problems arose during the implementation of the activities. The reactions and problems are varied determined by the type of the exercise. Additionally, more explanations and examples are needed to be supplied before and also during the activity of completing the exercises. Those are necessary because during the activities, some students seemed to hesitate and needed more encouragement. Finally, continue practice using these type of exercises might give positive result in improving students’ awareness of background knowledge in discourse