Teachers of English for Young Learners: An Analysis on Their English Proficiency and Profile (original) (raw)

The Competence of Primary School English Teachers in Indonesia

The problem of this research is 'what is the level of professional and pedagogic competence of English primary school teachers?'. This paper highlights the findings of a study which was undertaken at primary schools in Indonesia. The aims of the study were to explore the primary school English teachers' competence about their professional and pedagogic competency. Test and open question were employed to obtain the data of the level of professional and pedagogic competencies. The recommendations for the improvement of professional and pedagogic competencies of primary school teachers of English were also provided.

The Readiness of Teaching English to Young Learners in Indonesia

Jurnal Basicedu

This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, alt...

The Profile of Primary English Teachers in Indonesia

Litera, 2020

After the implementation of the 2013 national curriculum which excludes English from the primary school, many primary schools in Indonesia keep offering English to the students despite the uncertainty of the status of English for the primary school. However, the state of the practice of English currently in primary schools is barely unknown. This study is an attempt to portray the teachers that strive to teach English in the primary schools in one of the regencies that are still implementing English education. This survey study involved 44 randomly selected Primary English teachers (PETs) in the regency. The research instrument was a set of online (google format) and offline questionnaires. Results show that the majority of the teachers have English teaching qualification, however only very few ever attended pre-service or in-service training for teachers of young learners. The teachers also deal with employment uncertainty as primary English has no formal legal government policy. T...

English Proficiency Level of Secondary School Teachers: Basis for Teachers' Training

IOER International Multidisciplinary Research Journal , 2020

Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students' performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students' performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.

Teachers' Knowledge of English Young Learners In the Indonesian Context

Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9), 2017

Teachers' knowledge of the characteristics of their students, including English language young learners is important in supporting successful learning. This paper discusses teachers' knowledge of English learners in Jambi city of Indonesia. Thirteen secondary-trained EFL teachers teaching English to children at nine selected primary schools in Jambi were interviewed for data collection. A thematic data analysis conducted revealed that these teachers recognised several specific characteristics of primary school children that underlined their teachings such as innocence, curiosity in learning, limited attention span, and active user of English.Few themes emerging from responses of the participants relate to Indonesian cultural values, and others described characteristics of child's development.

Teaching English To Young Learners In Indonesia: Essential Requirements

2010

D of education in Indonesia has encouraged local governments to make their own decisions relative to some portion of curricular space in the form of the use of some learning hours for what has become known as “local contents” (Jalal & Musthafa, 2001). As result of this decetralized decision-making, since last decade, public interest in English for Young Learnes (EYL) has become enhanced. This is evidenced in increasing number of district and city governments all over the country which offer English classes at the elementary school level. While decisions to teach English to elementary school pupils have been made, requirements for teachers to be able to teach English well at this level are seldom discussed in public fora. As results, our knowledge about this important issue is very limited. To make things even more worrisome, from day to day observation we can easily find cases which indicate that elementary school English teachers lack professional support and opportunities for inse...

Improving English as a Foreign Language Teacher Education in Indonesia: The Case of Jambi University

Abstract This study is an investigation of an English teacher education program at a state-owned university in Indonesia. The aim of this study was to gather information about this teacher education program in order to improve the program. Information was gathered from recent teacher graduates’ and beginner teachers’ perceptions of their experiences as pre-service teachers in the English as a foreign language teacher education program (EFLTEP) of Jambi University. Information was also gathered from school principals’ and teacher educators’ perceptions of EFLTEP graduate as beginner teachers. This study employed both qualitative and quantitative methods. Document analysis, a survey and interviews were used for data collection. Document analysis was used to explore the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. A survey was conducted to establish how the English teacher education graduates felt about their preparation to teach. Semi-structured interviews were used to expand the survey responses from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. The survey findings indicated that both the beginner teachers and new graduates felt prepared in their English language and language teaching skills. Teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. The other data revealed program areas in need of improvement to provide optimal support to student teachers. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum requires attention to maximise benefits to student teachers. School principals did not always perceive the language teaching skills and language knowledge of new teachers to be adequate for entering the teaching profession. Thus, program resourcing and teacher educator capacities to deliver the program need improvement. In addition, new English language teacher education policy and reform of the teacher education program at Jambi University is recommended to improve the quality of program delivery and its outcomes. This study makes recommendations to improve the quality of this program. In particular, program curriculum reform for developing language knowledge and language teaching skills was required. In addition, improving the program’s teaching practicum, teacher educator professional development, and teaching and learning resources are crucial to the program’s quality.

The Context of Education on Teaching English between Indonesia and Singapore: A Review of Basic Elements

2019

This review paper aims at giving a short outline regarding the examination of Teaching English Language instructing and teaching English Language as a Foreign Language (TEFL) between Indonesia and Singapore. The review based its analysis on a few elements which affect instructing and learning TEFL in the Indonesian context and Singapore, i.e., educator capabilities, teaching English language capability, homeroom size, understudies' inspiration, study hall situated learning, and restricted wellsprings of learning. The review highlighted that these are the factors which give impact on instructing and learning achievement. The review conducted its analysis under few limitations at work between language strategy and language encouraging study hall rehearsed in the two nations. This paper points out that understudies have different inspirations and foundation qualities altogether, making it hard to plan as an asset to a solitary educational program which will suit all (or at least mo...

Exploring EFL teachers’ English language proficiency: Lessons from Indonesia

Indonesian Journal of Applied Linguistics

This paper reports on a study looking at the reading and writing proficiency and vocabulary knowledge of Indonesian EFL teachers, the relationship between proficiency and years of service, and the teachers’ own perceptions of their proficiency in English. Three proficiency tests (Vocabulary Levels Test/VLT, Reading and Writing Tests), questionnaire, and interview were used to collect data. The results point to mixed levels of English language proficiency, negative correlations between years of service and vocabulary, reading and writing test results, and that teachers themselves had difficulties in judging their own English language proficiency. Factors that inhibit the capacity of teachers to focus on their English proficiency are presented. Limitations of the study as well as implications for EFL teachers’ professional development (PD) and future research are also discussed.