Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher's journey in the Indonesian education system (original) (raw)
Related papers
Unraveling the Challenges of Indonesian Novice Teachers of English
2018
This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and a...
Indonesian TESOL Journal, 2019
Ever since Indonesia adopted English as its foreign language in 1945 to be taught in schools, some changes have been made to achieve the national goal of learning the language. These changes were made following the teaching methodologies evolution around the world and later implied in the Indonesian English-curriculum. As the consequence of the implementation, the executor of this curriculum-teachers, in this regard-had to undergo some adjustments regardless of in which region they were teaching. The disparity of the curriculum properties (teacher training, textbooks, etc.) distribution was quite evident in the majority of areas in Indonesia. Therefore, this article examines several opportunities and constraints aimed to provide better insights from the rural-area teachers concerning the curriculum implementation. This research used historical and documentary research in the context of literature on curriculum and teachers' perception towards some curriculum renewal. The article concludes that despite having a number of changes, the stakeholder appears to fail in addressing the primary need of and providing some adequate assistance for the teachers in underdeveloped regions in readjusting to the change, resulting in the disproportion and disparity compared to those who teach in developed cities.
AL-ISHLAH: Jurnal Pendidikan
This narrative inquiry aims at exploring the development of language teaching awareness experienced by a prospective teacher during teaching practicum. In this respect, the study provided insight for student-teachers to have a better understanding of their language teaching practice under certain kinds of circumstances. The participant of this study was a student-teacher majoring in English Education Department at Siliwangi University, Indonesia. She had already conducted a teaching practice in one junior high school in Tasikmalaya, West Java, within 2 months of teaching. The collected data from personal diaries written during the period of teaching, semi-structured interviews, and open-ended questionnaires were being processed qualitatively. The findings reported four primary themes emerging throughout the scrutiny of the development in language teaching awareness, namely (1) the dynamic feeling towards the language teaching practice, (2) the adaptability towards the language teach...
Indonesian Novice English Teachers’ Identity Formation
IJET (Indonesian Journal of English Teaching)
In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions. Keywords: beginning teachers, coping strategies...
International Journal of Language Education, 2020
This study was aimed at revealing pedagogical practices of experienced vocational English language teachers, focusing on their lesson planning as well as teaching and classroom management practices, and to understand why they act the way they do. Data were collected through interviews with 5 selected experienced vocational English language teachers and 28 sessions of observations. The results indicated that, in terms of lesson planning practices, they designed potential lesson content from various sources, identified specific linguistic goals, and made appropriate decisions about time sequencing. In terms of teaching practices, they employed a wide variety of techniques (scaffolding, discussion, games, presentation, writing/drawing, and individual task), focused on speaking skills, used handouts, and utilized colourful markers and whiteboard. In terms of classroom management practices, they organized students into groups/pairs, moved around the classroom, arranged classroom in traditional way, addressed misbehaviour, and gave reward and punishment. The pedagogical practices were able to promote effective learning and give positive impact on the students' behaviour. The results of this study can be used by relevant stakeholders as one of the platforms to understand the current pedagogical practices of experienced vocational English language teachers in Indonesia.
Teacher’s Challenges in Teaching English at Panjura Private Senior High School in Malang
2020
Challenges of English teacher in learning process and the way of teacher solved the challenges in teaching process, planning process, teaching implementation, and evaluation remain relatively unexplored in the context of Indonesia Private Senior High School where teaching English is one of the lesson most demanding and a difficult job. This study attempted to identify the teacher’s challenges and to explore how the English teacher solves with the challenges in teaching English at Panjura Private Senior High School in Malang. In this study uses qualitative method where one of English teacher becomes participant. Interview and observation are used in this study as the instruments to collect the data. The findings showed that the teacher gets some challenges in teaching English. through a non-participant observation and structured interview with the English teacher who taught English in English class, it was found that there were four kinds of teacher’s challenges in teaching English: ...
The Barriers to Implementing English School Based Curriculum In Indonesia: Teachers perspective
International journal for innovation education and research, 2015
Eight years have passed since the current English School Based Curriculum 2006 for Junior High School in Indonesia first introduced in school, so teachers, principals and other stakeholders have had sufficient time to work with it and discover both the positive aspects and limitation in their individual context. At the time of its introduction, it represented a radical change of teacher’s role. Teachers is not only the implementer but also a designer and developer of recent curriculum. This new paradigm requires the presence of qualified teachers who are able to determine their own material, teaching methods and assessment those are suitable for their students. Consequently, a teacher will have greater flexibility and accountability in transferring the curriculum into classroom level. This new double role will require a greater level of expertise in curriculum decision making. The aim of this article is twofold. First, it will t give a comprehensive review of the challenges in imp...
The Challenges Faced by Teachers in Teaching English in The Current Curriculum Change
Seminar Nasional LP2M UNM, 2021
This study was conducted with the aim to know and identifying the challenges faced by teachers in teaching English in the current curriculum change. The research method that will be used is descriptive qualitative method. The subjects are 102 teachers in SMA/MA/SMK/equivalent in South Sulawesi Province. Data obtained from essay questions were analyzed through qualitative data analysis techniques through coding. The results of the analysis was in the form of a description of the teacher's challenges faced in teaching English during the curriculum change period. This description will be useful for learners, teachers, policy makers and foreign language learning theorists. The results of the study indicate that, there are many challenges faced by teachers in teaching English in the current curriculum change (before the Pandemic, during and post Pandemic Covid-19 era). The challenging comes from students' conditions, teachers' conditions, school condition, environment condition, materials condition, learning process, administration process, and technology implementation.
TEFLIN Journal: A publication on the teaching and …, 2009
Principally inspired by Freirean notions of conscientization and praxis, this paper attempts to offer concerted reflections and actions towards empowering English language teachers and students in Indonesia for advocacy on behalf of the marginalized. This intention is illuminated by numerous studies around the globe that spring from insights into critical pedagogy and orientations to critical literacy applied in ESL and EFL classrooms, in particular, and elsewhere in various communities. Two major modes of advocacy focused on here comprise (mass) media and narrative inquiry. The former elaborates on Indonesian people's attempts to produce opposite editorial (op-ed) articles written in English, a sample of newsletter, and a literary (as well as film) appreciation. The latter revisits critical stories and voices from Indonesian EFL classrooms.
Reviewing the Curriculum of an English Department of A Private University in Indonesia
IJEE (Indonesian Journal of English Education), 2016
Curriculum is a very important guideline as any teacher should have to develop syllabuses, lesson plans, and teaching materials. This study aims at evaluating the current curriculum of the English department of one of the private universities in Indonesia, Sisingamangaraja University (pseudonym); a teacher training college. This study is trying to look at the content of the curriculum to meet the criteria of a good curriculum. The documented data used were collected from the Head of the University’s English department. Further, the author also conducted interviews to the Head of the English department and some of the English department’s current students. It is expected that the outcome of this study will bring some recommendations to the institution necessary to improve the studied curriculum and it is not unlikely that the recommendations can also be useful for English teachers elsewhere. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3088