Motivation and Confidence of Indonesian Teachers to Use English as a Medium of Instruction

2017

A blended learning approach has been adopted in many English language learning environments in secondary and higher education because it is seen as having the potential to maximise the benefits of both face-to-face and online learning. This research investigated a blended learning approach for the professional development of teachers working at Indonesian vocational schools who learned English so they could teach their subject in that language. This research was prompted by the lack of preparedness and confidence among Indonesian teachers in vocational high schools to use English as a medium of instruction in the classroom, even though they had attended training courses in a face-to-face mode. The face-to-face training programme was a one-off brief course with limited capacity, able to accommodate only one teacher from one school. After the training programme was concluded, teachers returned to their home schools; were isolated from their peers in the training course; and consequent...

2021

This present study explores parents’ motivation in having their children enrolled at international school or bilingual school and teachers or educators’ motivation in providing English as the medium of instruction in the school. In addition, this study also examines the ecology that parents (n=14) and teachers (n=26) provide for children to develop their L2 proficiency (both at home and at school). This study is rooted in the framework of qualitative research. Moreover, the data were taken from online asynchronous computed mediated interview using structured-interview. Interview items for parents and teachers is adapted from Gardner’s [1] Attitude Motivation Test Battery (AMTB) and from Dewi [2]. Interview data were analyzed based thematic analysis, looking at the emerging themes from data. This study revealed that parents’ motivations for enrolling children in bilingual or international school were more integrative than instrumental. English as a lingua franca within the context of...

SOSHUM : Jurnal Sosial dan Humaniora, 2019

Teaching English as a Foreign Language is challenging. The body of literature has addressed the issue of the current challenges in teaching English as a Foreign Language. However, only a few studies have investigated the issue in remote areas of Indonesia. This qualitative study investigates the current challenges in teaching English in the least-developed region of Indonesia based on the following criteria: language comprehension, method and approach, practical implementation, and socio-cultural environment. The data were collected from four English lecturers in one of the teaching universities in Indonesia. The participants were selected using purposive sampling technique. The data were collected using in-depth interview and field observation which were then analyzed descriptively. The results of the study reveal that the participants have to deal with several obstacles in teaching English. Those obstacles include the students' low proficiency of language comprehension, limited resources of materials, a communication gap between lecturers and students, students' lack of enthusiasm and participation in learning and lack of environmental support from society. From the observation, the participants show that the challenges are mitigated by adjusting their choice of pedagogical instruction and learning materials according to students' level of language comprehension. The study suggests that infrastructure development is strongly essential to establish a good teaching environment. Besides, creating positive understanding and paradigm about the sanctity of learning English for students might be able to help the students' to study English better.

IJEE (Indonesian Journal of English Education)

ABSTRACTThe study attempted to analyze the students of Tadulako University's perspective toward blended learning instruction in English teaching. The study employed a quantitative approach using a longitudinal survey design. 48 English department students in the fourth and sixth semesters were selected as the sample of the research using a simple random sampling technique. The data were gained through the questionnaire distributed online and the interview in the face-to-face technique. Data have been analyzed descriptively and inferentially using SPSS Program version 21. The results showed that blended learning through Moodle-based Instruction and face-to-face learning in the classroom was a modern way of learning, convenient to learn English anywhere and anytime. According to most of the respondents, blended learning is the way to enhance their self-directed learning. They can understand the subject well through blended learning, and students feel satisfied using blended learni...

Floris, F.D. (2013). Exploring teachers’ beliefs on the teaching of English in English language courses in Indonesia. Philippine ESL Journal, Vol. 11 (July 2013), 4-24.

This article examines how teachers of language courses in Sidoarjo, Indonesia perceive the notion of English as an International Language in terms of (1) the native speaker/non native speaker dichotomy, (2) teaching materials used, and (3) the use of the students‟ mother tongue (Indonesian). The data were collected using questionnaires, in-depth interviews and classroom observations. In general, though the participants still preferred native speakers to teach speaking classes, they all agreed that educational background and teaching skills should be the determining factor of what constitutes a good teacher. Another finding was that the participants preferred to use materials published in the inner circle countries. Concerning the language used in the classrooms, it was found that all participants use Indonesian and English in their speaking and grammar classes. Based on the findings of the study, some recommendations were formulated and provided at the end of the article.

Qubahan academic journal, 2023

Language attitude in foreign language pedagogy becomes an interesting discussion, especially in English language teaching learning process. Teachers and learners are the importance of teaching learning process, including the language attitude in the pedagogical process. Due to the importance of the language attitude, this paper sheds to describe the language attitude of English learners from Javanese and Sundanese urban community. Respondents in this research involved were 214 respondents living in Surakarta city, 85 respondents living in Tasikmalaya city. This study seeks to discover how Javanese and Sundanese people use their language in learning English. This research employed a mixed method research design to collect, analyze, and to mix both quantitative and qualitative data in a single study. Researcher used theory in a quantitative study to provide an explanation about the relationship among variables in the study. Thus, it is essential to have grounding in the qualitative study. The results of the study are as follows. There is a different attitude showed by Javanese and Sundanese people, in terms of cognitive, behavioral, and affective aspects of language attitudes towards English. The attitudes of male Javanese people towards English were higher than that of female ones indicating more positive attitudes towards English. On the other hand, the attitudes of male and female Sundanese people towards English were equally low. Notwithstanding, the attitudes of female Sundanese people towards English are slightly higher than male ones.

Sukma: Jurnal Pendidikan

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluen...

1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy, 2017

Nowadays, English is widely spread for communication in the world. It is also considered as the first formal language for international communities. The importance of English as a global language is also felt by a lot of countries, in this case, Indonesia. As a part of ASEAN Economic Community, Indonesian people should be able to use English since it becomes the medium of communication in almost aspects of life namely finance, mass media, health, education and others. However, Indonesia still encounters challenges particularly in rural regions in the eastern part of this country. The challenges are related to the lack of English competence due to some factors. This study will reveal possible factors affecting Eastern Indonesian students' lack of English competence based on situational analysis of some categories such as: students' competence, English Language Teaching (ELT) management and ELT resources. Those ideas will be presented based on the research of one-year college students whose origin is from Eastern Indonesia such as: Ambon, Maluku, Papua, etc. The data gathered is analyzed qualitatively in a form of substantial categories description. Finally, the result shows that English education in Eastern Indonesia need to be maximized in the area of student' competence, teachers' management skill and the use of resources.

The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.

Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their English proficiency and comprehension. The data were analyzed by applying Miles’ and Huberman’s framework; data reduction, data display, and drawing then verifying conclusion. The findings showed some positive and negative representative perceptions of the teachers dealing with the roles of the Indonesian in the teaching and learning EFL. The second findings showed and explored the roles of the Indonesian in the teaching and learning EFL. There were five roles by which the Indonesian contribute to such as Functional Equation, Competence Indicator, Linguistic Mediator, Communicative Language Paradigm, and Situational Language Use. The third findings explored the aspects in which the Indonesian had the roles to play in assisting the teaching and learning the EFL such as aspect of the Linguistic Item, aspect of Semantics, and aspect of Pragmatics. There were three other findings in this research that were explored and labeled as Linguistic Competence vs Linguistic Cognition, Cultural Behavior-Based Language, and First Language Interest. Keywords: first language, role of Bahasa Indonesia, SLA, teaching EFL, teachers’ perception