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THELONGTERMIMPACTOFANENGLISHLANGUAGETEACHERTRAININGPROGRAMONTEACHERS’PRACTICES
INMADRASAHTSANAWIYAHININDONESIA
AThesissubmittedby
Moch.ImamMachfudi
SS.(B.A.Englishliterature)M.Pd.(M.Ed.Englishlanguageeducation)
Fortheawardof
DoctorofPhilosophy
2017
ii
ABSTRACT
Inrecentyears,Indonesialookstowardthechallengeofelevatingthequalityof education in the most disadvantaged schools, especially in the Islamicschool sector. This study investigates the successful implementation of ateachertrainingprogramcalledEnglishLanguageTrainingforIslamicSchools(ELTIS).ELTISwasanAusAidfundedprogramrunbetween2007and2010toimprovethequalityof the teachingofEnglish inmarginalisedschoolsbasedon the introduction of a more learner centred communicative languageteaching methods. This inquiry seeks to contribute to an understanding ofhowEnglish language training and ELT professional development benefittedteachersofEnglishat Islamic secondary school (MadrasahTsanawiyah)withregardtotheirsustainedlanguagepedagogy.
This qualitative research employs a narrative approach as a tool forresearching and exploring teachers’ lived experience especially to examinetheir perception toward the training and their professional development.Eight teachers from three districts in East Java province were purposelyselected based on recommendations from the ELTIS-related authority to beparticipantsinthisresearch.Theotherparticipantsinthisresearchweretwomaster trainers, one district trainer, one regional coordinator, one teamleader, two school principals, and 17 teachers from two teacher supportgroupsintwodifferentdistricts.Therewere34participantsaltogether.
The research findings showed teachers’ paradigm shift in teachingEnglishafter following theELTIScascade trainingmodel.Their improvementon teaching capabilities was evident in their teaching performances. Theirsuccess in implementing the ELTIS approach is influenced by theirunderstanding of the characteristics of effective classroom pedagogicpractice.Theresearchfindingsalsoindicatedthattheteacherswereawareofmaintaining students’ motivation in learning English in their socio-culturalcondition by building students’ self-esteem and self-confidence, givingrewardsandpositivefeedback.
Thisstudysuggestsdeeper insights into thesustainablepracticewhichinvolvesalotofstakeholdersintheruralsociety.Thegrassrootssupportisanimportant factor in sustaining language pedagogy in the rural areas ofIndonesia. This study recommends future research to consider the keyelements of a sustained impact through program dissemination in teachersupportgroupscalledMusyawarahGuruMataPelajaran(MGMP).
Keywords:qualityofeducation,professionaldevelopment,sustainedlanguagepedagogy,effectiveperformance,maintainingmotivation
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CERTIFICATIONOFTHESIS
ThisthesisisentirelytheworkofMoch.ImamMachfudiexceptwhereotherwiseacknowledged.Theworkisoriginalandhasnotpreviouslybeensubmittedforanyotheraward,exceptwhereacknowledged.
Studentandsupervisors’signaturesofendorsementareheldatUSQ.
AnnDashwood
PrincipalSupervisor
RobynHenderson
Co-Supervisor
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ACKNOWLEDGEMENTS
Bismillahirrohmanirrohim.InthenameofAllahthemostBeneficentthemostMerciful.Iwouldliketo,firstofall,expressmygreatestthankstoAllahTa’alatheAlmightywhoseBlessingsandLovesthroughoutmylifehasenabledmetoaccomplishmystudy.
InthisPhDjourney,Iamindebtedalotofsupportsandhelpsfrommanypeople.MyspecialthanksgototheGovernmentofIndonesiathroughtheMinistryofReligiousAffairs,theDirectorateGeneralofIslamicHigherEducationwhohasprovidedmewithsponsorshipwithoutwhichthisstudywouldnothavebeenpossible.Specificallymythanksgotoseveralpeopleintheministry,Prof.Dr.H.DedeRosyada,MAtheformerdirectorofIslamicHigherEducation,Prof.Dr.H.Mastuki,HSandMasRizkyZenkwhoalwaysassistedmewiththeirvaluablesupportduringmystudy.MythanksalsogototheDirectoroftheStateInstituteofIslamicStudiesJember,Prof.Dr.H.BabunSuharto,whohasgivenmeapprovaltopursuethisPhDstudy.
IwouldliketoexpressmygreatestgratitudetomyprincipalsupervisorDrAnnDashwoodwhosepatienceandever-courteoussuggestionshaveguidedmethroughouttheprocessofmystudy.Herencouragementanddeepinsightshavegivenmelightinthedark.Mysincerethanksgotomyassociatesupervisor,AssociateProfessorRobynHendersonwhoseconstructivefeedbackandideasinspiredmehowtoexpressagoodideainagoodwriting.Herinvaluableguidanceisthebiggestcontributiontomyresearchstudy.MythanksalsogotoCristyBartlettwhohashelpedmerelatedwithadministrationduringmystudyatUSQ.
Iamblessedwithwonderfulfamilyandfriends.FromthedeepestofmyhearttheendlessthanksgotomywifeFarisBarikah,whoselovethroughthislongstrugglemadetheuneasyeasy,theimpossiblepossible.MychildrenWildan,Nuna,andNuhawhoselaughsandcrieshavebeenaccompanyingmeduringthisstudydeservemyeverlastinglove.MygreatestthanksgotomymotherHj.SitiRochmah,andmyfather,thelateH.Moch.Soeeb,myprayersarealwayswithyou.
HereinthisbeautifulgardencityofToowoomba,Ifoundmorefriendswhowelcomedmeandmyfamily,ithasbecomeasecondhometownforme.IwasawarethattherearealotofIndonesianfamiliesresideToowoomba.IwouldliketoexpressmythankstoProfessorDonMcMillenandIbuDiniMcMillen,IbuUniandTimmyBryan,IbuAmeliaandEdwardLucido,IbuDelimaandPakPaulFaigl,andtheotherIndonesiancommunitymembersinDarlingDownsareawhohavebeensofriendlyandhelpfulthatIfeelathome.
IwouldlikeespeciallytothankMrOliverDashwood,thefirstpersonwhovisitedmeandmotivatedmeduringmyrecoverybeingseriouslyillthefirsttimeIwasinToowoomba.HeisthebeststorytellerIhaveeverknown.IalsothankMrsCecilyBishoppwhoissointouchwithIndonesianfamiliesandthankherfortheachievementoforganisingtheIndonesian
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spectacularin2013atthToowoombaLanguagesandCulturesFestival.ShepaidsomuchattentiontomydaughtersNunaandNuhaduringtheirstudiesatDarlingHeightsStateSchool.
Iwouldalsoliketothankmyfriends,MokhamadSyaifuddinandPakAmir,whohavegivenimportanthelpduringmyhardtimetosettleinToowoomba.IthankSyaifuddinforhiscontributiontomystudyespeciallyrelatedwithcomputerandtechnologymatters.Mythanksalsogotomyfriendsinthepostgraduatestudentoffice,SriWuliFitriati,MostefaAbdulHadi,RamizaDarmi,ChristineHall,AllisonCreed,JohnSisiolo,KarlMathews,andWuTing.
ThisworkisdedicatedtotheruralmadrasahteachersofEnglishwherethisresearchwasconducted.Athousandthankswouldnotbeenoughtorepresentmyappreciationfortheteachers’involvementtobetheparticipantsofthisresearch.SpecialthanksgotoHajiSolihinAgyl,DrAhmadMilal,ProfessorZuliatiRohmah,Mrs.CarolineBentley,RiaYuliana,LisaAriani,andtheELTISofficersinSurabayaandDenpasarcentresandallteachersIcouldnotcountonebyonefortheirinvolvementsinthefieldresearch.MaythisworkcontributealittletowardknowledgeofhowtoimproveeffectivepracticeinteachingEnglishincontext.
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TABLEOFCONTENTSTITLE........................................................................................................................................................i
ABSTRACT...............................................................................................................................................ii
CERTIFICATIONOFTHESIS.....................................................................................................................iii
ACKNOWLEDGEMENTS.........................................................................................................................iv
TABLEOFCONTENTS.............................................................................................................................vi
LISTOFTABLES.......................................................................................................................................x
LISTOFFIGURES....................................................................................................................................xi
ABBREVIATIONSANDACRONYMS.......................................................................................................xii
CHAPTER1..............................................................................................................................................1
1.1AimsoftheStudy.........................................................................................................................1
1.2MadrasahintheIndonesianEducationSystem...........................................................................1
1.3BackgroundoftheStudy..............................................................................................................7
1.4ContextoftheResearch.............................................................................................................10
1.5ResearchQuestions....................................................................................................................12
1.6SignificanceoftheStudy............................................................................................................13
CHAPTER2............................................................................................................................................15
REVIEWOFRELATEDLITERATURE....................................................................................................15
2.1PedagogicPractice.....................................................................................................................16
2.1.1Thenatureofpedagogiccompetence..............................................................................16
2.1.2Teachers’performanceandeffectivepractice.................................................................20
2.1.3ResearchinEnglishasasecondlanguage(ESL)intheIndonesiancontext......................25
2.1.4Motivationalandclassroommanagementstrategies.......................................................26
2.2Socio-culturalConditions...........................................................................................................31
2.2.1LinguisticandsocioculturalsystemofruralIndonesia.....................................................31
2.2.2Pedagogicpracticeinsocio-culturalcontext....................................................................33
2.3EducationalInnovation..............................................................................................................33
2.3.1Professionalteachertraining............................................................................................34
2.3.2Engagingcommunicativelanguageteaching....................................................................35
2.3.3Cascademodelofin-servicetraining................................................................................37
2.3.4Instructionalmaterial........................................................................................................38
2.4TheSustainabilityofTeacherProfessionalDevelopment..........................................................40
2.4.1Thelongtermimpact........................................................................................................40
2.4.2Contributingfactorstoasustainablelanguagepedagogy................................................41
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2.4.3Inhibitingfactorsofasustainableprogram......................................................................42
2.5TheorisingthroughNarrative.....................................................................................................43
2.6TheoreticalFramework..............................................................................................................44
CHAPTER3............................................................................................................................................48
METHODOLOGY...............................................................................................................................48
3.1ResearchParadigm.....................................................................................................................48
3.2ResearchDesign.........................................................................................................................49
3.2.1Researchdesignandprocedures......................................................................................50
3.2.2Researchsiteandparticipants..........................................................................................54
3.2.3Ethicalconsiderations.......................................................................................................56
3.3DataCollectionMethods............................................................................................................57
3.3.1Participantobservations...................................................................................................58
3.3.2Narrativeinterview...........................................................................................................59
3.3.3Documentanalysis............................................................................................................61
3.3.4Focusgroupdiscussion(FGD)...........................................................................................62
3.4DataAnalysisMethods...............................................................................................................63
3.4.1Transcribing.......................................................................................................................63
3.4.2Categorisingandsystematiccoding..................................................................................64
3.4.3Thematicanalysis..............................................................................................................65
3.4.4Interpretingandtranslating..............................................................................................66
3.4.5Datavalidation..................................................................................................................67
CHAPTER4............................................................................................................................................69
RESEARCHRESULTSANDFINDINGS.................................................................................................69
PEDAGOGICPRACTICEANDSOCIO-CULTURALCONDITIONS...........................................................69
4.1PedagogicPractice.....................................................................................................................69
4.1.1Documentanalysis............................................................................................................70
4.1.2Interviewresults...............................................................................................................72
4.1.3Classroomobservationresults..........................................................................................79
4.1.4Focusgroupdiscussion.....................................................................................................96
4.1.5Researchfindingonmotivationalstrategies...................................................................100
4.2SupportingandInhibitingFactorsintheSocio-culturalConditions.........................................106
4.2.1ConditionofmadrasahsandtheEnglishteachers..........................................................109
4.2.2Socio-culturalconditionofthestudents.........................................................................111
4.2.3TheinfluencesofELTIStowardteacherprofessionalism................................................112
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CHAPTER5..........................................................................................................................................114
RESEARCHRESULTSANDFINDINGS...............................................................................................114
EDUCATIONALINNOVATIONANDSUSTAINABILITY.......................................................................114
5.1EducationalInnovation............................................................................................................114
5.1.1Theimpactonprofessionalknowledgeandteachers’pedagogiccontentknowledge..114
5.1.2Theimpactonteachers’developmentanduseofresources.........................................123
5.1.3Theimpactonprofessionalnetworksandleadership....................................................131
5.2 SustainabilityoftheELTISProgramImpact............................................................................137
5.2.1Musyawarahgurumatapelajaran(MGMP)andgrassroots’support............................140
5.2.2Theimportanceofprofessionalnetworksforasustainablepractice.............................141
5.2.3Academicrechargingfor“low-batt”teachers................................................................142
CHAPTER6..........................................................................................................................................145
DISCUSSION....................................................................................................................................145
6.1UnderstandingEnglishLanguagePedagogyinRuralIndonesiaandtheELTISRole.................145
6.1.1Pedagogiccontentknowledgeandtransformationalpractice.......................................147
6.1.2Classroombehaviourmanagementstrategies...............................................................150
6.1.3Classroomlanguageusedbytheteachers......................................................................151
6.1.4ChallengesofmaintainingmotivationtolearnEnglishinruralmadrasahs....................153
6.1.5Theimpactsofsocialvaluesandcontext........................................................................155
6.1.6Teachers’culturalvaluesandbeliefsaboutpedagogy...................................................159
6.2EducationInnovationforSustainabilityofTeacherProfessionalDevelopment......................159
6.2.1TransformingIslamicresourcepacksintoclassroompractice........................................160
6.2.2Revitalisationofteachersupportgroup.........................................................................160
6.2.3Theeffectivenessofthecascadetrainingmodel............................................................161
6.2.4ImprovementforfutureinnovativelanguageteachinginIndonesia.............................163
6.2.5Maintaininggrassrootsupportstosustainteacherprofessionaldevelopment.............164
6.2.6Thelessonlearned..........................................................................................................165
CHAPTER7..........................................................................................................................................167
CONCLUSION..................................................................................................................................167
7.1OverviewoftheMainFindings..........................................................................................167
7.2Teachers’AbilityinAdaptingELTISStrategies...................................................................168
7.3CascadeModelofTrainingInnovationinEnglishLanguageTeachinginIndonesia..........170
7.4SustainableImpactsofELTISinSocio-culturalConditionsandMaintainingMotivation...170
7.5MethodologicalContributiontoKnowledge......................................................................171
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7.6PracticalContribution........................................................................................................171
7.7LimitationoftheStudy.......................................................................................................172
7.8RecommendationsforFutureStudies...............................................................................173
7.9ClosingRemarks.................................................................................................................173
REFERENCES...................................................................................................................................175
AppendixA:EthicsApproval..........................................................................................................183
AppendixB:ParticipantInformationSheetandConsentForm.....................................................185
AppendixC:ExampleofEnglishSyllabus.......................................................................................188
AppendixD:InterviewQuestions...................................................................................................189
AppendixE:ObservationSheets....................................................................................................194
AppendixF:LessonPlan.................................................................................................................198
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LISTOFTABLES
Table3.1:TheResearchProcedureofDataCollectionandAnalysis....................................51
Table3.2:TheResearchSites,Techniques,Participants,andDataTypes...........................55
Table3.3:OrganisingtheStoryElementsintotheProblemSolutionNarrativeStructure...64
Table3.4:OrganisingtheParticipants’LivedExperiencethroughELTISTraining...............65
Table4.1:ELTISdocumentsthatwereanalysed..................................................................70
Table4.2:Differencesidentifiedbythedocumentanalysis.................................................72
xi
LISTOFFIGURES
Figure1.1ProportionofIndonesianstudentsintheeducationsystematJunior
SecondaryLevel................................................................................................................4
Figure1.2Theelementofchangein2013curriculum,Doc.MinistryofEducationand
Culture,2013......................................................................................................................6
Figure1.3TheCascadeModelengagedbyELTIS(2007-2010)..........................................11
Figure2.1Individuallevelofanalysis(Shulman&Shulman,2004)...................................19
Figure2.2Conceptualframeworkofthisstudy.................................................................46
Figure3.1Thedataanalysisprocessesandgoals..............................................................68
Figure4.1Spidergramemployedbyteachersintheelicitingactivity..............................88
Figure4.2Theelementsofclassroom-basedPedagogicalPractices.................................106
Figure5.1CascadetrainingmodeldevelopedbyELTISin2007-2010,andthesituation
in2014...............................................................................................................................140
Figure6.1Sequentialmodelofmotivationalstrategy.......................................................155
Figure6.2Relationshipsbetweensocio-culturalconditionsandlearningattainment......156
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ABBREVIATIONSANDACRONYMS
ADB :AsianDevelopmentBankAusAID :AustralianAgencyforInternationalDevelopmentCELTT :CommunicativeEnglishLanguageTeacherTrainingCLT :CommunicativeLanguageTeachingEFL :EnglishasaForeignLanguageEIL :EnglishasanInternationalLanguageELOIS :EqualLearningOpportunitiesinIslamicSchoolsELT :EnglishLanguageTeachingELTIS :EnglishLanguageTrainingforIslamicSchoolsELU :EnglishLanguageUpgradingESL :EnglishasaSecondLanguageESOL :EnglishforSpeakersofOtherLanguagesGoA :GovernmentofAustraliaGoI :GovernmentofIndonesiaIALF :IndonesiaAustraliaLanguageFoundationIAIN :InstitutAgamaIslamNegeri(StateInstituteforIslamicStudies)ICELT :In-serviceCertificateinEnglishLanguageTeachingInSET :In-serviceEnglishTrainingIRP :IslamicResourcePacksISS :IslamicSchoolSectorKanwil :KantorWilayah(ProvincialMinistryOffice)LAPIS :LearningAssistanceProgramforIslamicSchoolsLKS :LembarKerjaSiswa(StudentWorksheet)MA :MadrasahAliyah(IslamicSecondarySeniorHighSchool)MAPENDA:DirektoratPendidikanpadaMadrasah(DirectorateofMadrasahEducation)MESA:MadrasahEducationSub-sectorAssessmentMGMP :MusyawarahGuruMataPelajaran(TeacherSupportGroup)MKKS :MusyawarahKerjaKepalaSekolah(PrincipalsSupportGroup)MoNE :MinistryofNationalEducationMoRA :MinistryofReligiousAffairsMI :MadrasahIbtidaiyah(IslamicPrimarySchool)MTs :MadrasahTsanawiyah(IslamicSecondaryJuniorHighSchool)Pemkab :PemerintahanKabupaten(LocalGovernment)PGMI :PendidikanGuruMadrasahIbtidaiyah(IslamicPrimaryTeacherEducation)PP :PondokPesantren(IslamicBoardingSchool)NU :NahdlatulUlama(IndonesianIslamicSunniModerateAffiliation)STT :StudentTalkingTimeTTT :TeacherTalkingTimeTKT :TeacherKnowledgeTestYPI :YayasanPendidikanIslam(IslamicEducationFoundation)
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CHAPTER1
INTRODUCTION
1.1AimsoftheStudy
ThisqualitativeinquiryaimstoexposekeyfeaturesofeffectivepracticeofEnglish
languageteachinginIslamicsecondaryjuniorschoolsknownasMadrasahTsanawiyah
(MTs),includingadaptabilityofteacherstowardbetterpractices.Thisstudyfocusesonthe
activitiesofteacherspostELTISin-serviceprofessionalteachertraining.Byanalysing
implementationsmadebyteachersintheMTs,improvedqualityoflanguageteachingand
learningisexamined.Thisresearchcharacterisesthesustainableelementsofpedagogythat
indicateadeeperunderstandingofhowforeignlanguageteachingexpertisecanbe
expanded.Overall,theaimistoexplainthelongtermimpactofacascadeEnglishlanguage
teachertrainingprogramknownasELTIS(EnglishLanguageTeachinginIslamicSchools)on
teachers’practicesandongoingprofessionaldevelopmentinMadrasahTsanawiyahin
regionalIndonesia.
1.2MadrasahintheIndonesianEducationSystem
ThissectionexplainsthepositionofmadrasahintheIndonesianeducationsystem.It
beginsbyelucidatingtheuseofthetermmadrasah.Thewordmadrasahderivedfrom
Arabicmeansschool(Alietal.,2011;Moulton,2009)andinthisstudythewordmadrasah
isusedinterchangeablywithschoolorIslamicschool.Moulton(2009)suggeststhatmillions
ofstudentsintheMuslimcountrieshavereceivedsomeorallformaleducationfrom
madrasahs.Typically,amadrasahprovidesstudentswhoaregenerallyyoungMuslimswith
religiousfoundationofIslamicvaluesandQur’anicrecitation.AsSalman(2002)pointedout,
theQur’anandtheSunnah(thetradition)oftheProphetMuhammad(peacebeuponhim)
arethetwomainsourceswhichcontainthephilosophyandtheprinciplesofthemadrasah
Muslimeducationsystem.ForsomeMuslimstudentsmadrasahistheonlyformaleducation
thatisavailable,andforothersitissupplementarytoasecularschooleducationwhichis
providedinprimaryandsecondaryschools(Moulton,2009).Usually,madrasahisforthese
secularschoolstudentsanafternoonschool.
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AccordingtoParkerandRaihani(2011)therearetwomaintypesofIslamicschoolsin
Indonesia:madrasahastheIslamicdayschool,andpesantrenistheIslamicboardingschool.
However,thisaccountissomewhatsimplisticconsideringthatmanypesantrensnowadays
operateIslamicdayschools.InBangladesh,Turkey,andNearEastcountries,madrasahs
specificallyassignthestudentstolearnAlQur’anandIslamicteachings(Moulton,2009;
Sammarai,2009).WhereasinIndonesianmadrasah,wherethecurriculumis100%religious
teachingthemadrasaharecalledmadrasahdiniyahandmadrasahwithcurriculaincluding
generalsubjectsinadditiontoreligiousteaching,alsoincludesgeneralsubjectsarecalled
madrasahnon-diniyah(Qosim,2007).Interestinglypesantrenthatusedtooperateonlyas
madrasahdiniyahhaverecentlyalsoopenedgeneralorsecularschoolsknownas“sekolah
umum”similartoPublicJuniorSecondarySchools(SMP)andPublicSeniorSecondary
Schools(SMA)withacomponentofreligiousteachingintheformof“wetonorbandongan”
and“sorogan”(Wahid,2001).Thelasttwotermsareusuallyspecificforlearning“kitab
kuning/classicArabictextbook”emphasisingclassicaltraditionsinArabiclinguistics,where
teacherslecturedandstudentslearnedthroughrotememorisation(Tan,2014).This
practicalexertionisusuallyforindividualsoragroupofstudentswhoarelearningIslamic
teachingintheinformalafternoonschool.Thesearesomecomplexitiesofrealitiesthat
existaboutmadrasahs.
“Themadrasahasaninstitutionoflearningiscenturiesold.Oneofthereputable
madrasahs,calledtheNidzamiyah,wasfoundedinBaghdadduringtheeleventhcentury
AD”(Aswirna,2013,p.510).LiteratureonmadrasahinIndonesiashowsthatmadrasahs
wereestablishedfarbeforetheDutchcolonialgovernmentsof16th-20thcenturies.
Traditionally,itwasaprocessofteachingandlearningIslamicvaluesinmushollabyMuslim
scholars(Yunus,2008).SincetheindependenceofIndonesiauptothe“neworder”era
therewerealotofconflictsofinterestintheIndonesianeducationsystemintheeffortto
modernisemadrasah(Parker&Raihani,2011).Theoutstandingattainmenttominimise
conflictwasmadein1975throughtheThreeMinisters’Decree(NationalEducation
minister,ReligiousAffairsminister,andInternalAffairsminister).Thedecreeagreedto
movethemadrasahsystemofeducationunderjurisdictionandguidanceoftheDirectorate
GeneralofIslamicEducationoftheMinistryofReligiousAffairs(MoRA).Furthermore,the
decreehasgivengreateropportunityformadrasahstudentstocontinuestudyingeneral
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schoolsorpublicuniversitiesandhavesimilarrightsinthejobmarketasthosewhofinished
generalorsecularschool(MinistryofReligiousAffairs,2015).
Thecurrentpracticeofmadrasah(Islamiceducationschools)isthatmadrasah
operateatfourlevelsofschoolsi.e.RaudlatulAthfal(RA):earlyyearseducation,Madrasah
Ibtidaiyah(MI):primaryeducation,MadrasahTsanawiyah(MTs):juniorsecondary
education,andMadrasahAliyah(MA):seniorsecondaryeducation.Madrasahindicatesan
establishedandstillgrowingsub-sectorineducation(Crawford,2010).Becauseoftheir
history,theyaremoreprevalentinruralanddisadvantagedareas.Thesearetheareas
wherethemoststrategiceffortwillberequiredtoachievenationalgoalsforparticipation
andquality(Parker&Raihani,2011).
TheIslamicjuniorsecondaryschoolknownasMadrasahTsanawiyah(MTs)educate
girlsandboys(year7-9).Afterthe1975decree(MinistryofReligiousAffairs,2015)the
madrasahschoolsysteminIndonesiadealswithnotonlyteachingreligioussubjects,but
alsogeneralsubjectsastaughtinsecularschoolsundertheMinistryofNationalEducation
(MoNE),whichsince2014,becametheMinistryofEducationandCulture(MoEC).All
schoolsunderbothministriesfollowasimilarnationalcurriculumdespiteadditional
religiouscontentinMoRAschoolswiththeproportionof30%religiouscontentand70%
secularorgeneralsubjects(MinistryofNationalEducation,2008).Withinthesystem,
IslamicEducationSub-sector(IESS)isarecognisedpartofthenationaleducationsystem,
regulatedbylawNo.20Year2003andgovernmentregulationNo.47Year2008concerning
compulsoryeducationknownasWajarDikdas/WajibBelajarPendidikanDasar(compulsory
primaryeducation)whichincludesprimaryschool(year1-6)andjuniorsecondaryschool
(year7-9).
InrelationtothequantityofenrolledstudentsintheIslamicschoolsector,
particularlyMadrasahTsanawiyah,thestatisticsfromtheMinistryofNationalEducation
(2008)showedthattheproportionsofstudentsenrolledbetweenMoNEandMoRAschools
werequitedifferentinqualityandquantity.Ononehand,ineducationmanagedby
MinistryofNationalEducation(MoNE),mostschoolsarefullyfundedbygovernmentwhich
overseesthequalityofeducation.Ontheotherhand,educationoperatedbytheMinistryof
ReligiousAffairs(MoRA)ismostlypoorlyfundedbyprivatefoundationsthatdepend
subsidiesfromthegovernment.Figure1.1showsthecomparativeproportionofIndonesian
studentsintheeducationsystemtoJuniorSecondaryLevel.
4
Figure1.1ComparativeproportionofIndonesianstudentstoJuniorSecondaryLevel
Thefigurerepresents21.40%enrolledinMadrasahTsanawiyahcomprising40,258
schools.Only10%encompassing4,000oftheschoolsaregovernmentfundedandtherest
arepoorlyoperatedbyprivatemadrasahs(Rohmah&Bentley,2007).Thehigherproportion
ofprivatemadrasahstogovernmentfundedmadrasahsmakeprivatemadrasahsapivotal
playerintheIndonesianeducationalsystem.Thissituationchallengestheteachersinthose
areastomovetowardimprovingthequalityoftheirpedagogicalcompetence.
Effortstoimproveteacherpedagogicalknowledgehavedevelopedsincepre-service
traininginEnglishteachingbeganintheIndonesianeducationsystem.AstudybyMergler
andSpooner-Lane(2012)inanAustraliancontextidentifiedpre-serviceteachereducation
programmesthathaveaimedtoprovidegraduateswithskillstobecomequalityteachers,
equippedwithpedagogicalpracticesneededintheteachingprofession.Astudyby
Tomlinson(1990)inanIndonesianteachertrainingcontextsuggestedthathighschool
teachersofEnglishneededtoundergoin-servicetrainingtoimprovetheeffectivenessoftheir
classroommethodologysuchastheprojectproposedundertheMinistryofEducationnamed
ProgramPemantapanGuru(PKG)inordertostrengthenprofessionalismduringtheirteaching
careers.
5
• Curriculumchangeandtheimpactonlanguagecurriculuminnationaleducationandmadrasaheducation
TheefforttoplaceEnglishintheNationalcurriculumasacompulsorysubjectis
furtherimplementationoftheobjectiveofnationaleducationasstatedintheActNo.20of
2003.Accordingtotheact,“theobjectivesofthenationaleducationaretodevelopthe
potentialofstudentstobecomefaithfulanddevotedhumanbeingstoGodtheAlmighty,to
haverespectfulmorality,tobehealthy,tobewell-informed,tobeskilful,tobecreative,to
beself-reliant,tobecomedemocraticandresponsiblecitizens”(Muth’im,2014p.1095).
AnchoredinthisregulationisthatallsubjectsinthenationalcurriculumincludingEnglish,
shouldmeetthisaim.
RegulationNo.19of2005affirmedthatlearningistheinteractionprocessbetween
learnersandteachersandthelearningresourcesinalearningenvironment.Lessonplanning
hasbeendevelopedinlinewiththesyllabus.Thelearningprocessisbasedoninteractive
andinspirationalactivities.Byutilisinganewcontextualandcollaborativeapproach,the
learningprocessinclassroomshaspotentialtobecomemorefun-oriented,yetchallenging
andmotivatingaswell(Machfudi,2013).Thusallstakeholdersinthenewlylaunched
curriculumarebeholdentosupportitsimplementation.
Itisrecognisedthattheelementofchangeinthenationalcurriculumincludesfour
outofeighteducationalstandardsasstatedintheUUSisdiknasNo.20of2003:(i)minimum
competencystandardofgraduates,(ii)processstandard,(iii)contentstandard,and(iv)
evaluationstandard.ReferringtoFigure1.2,allfourelementsinthematrixofchangeinthe
2013nationalcurriculum(Kemdikbud,2015)aimedtoimprovethequalityofeducationat
primaryandsecondarylevels.Thusallstakeholderswereexpectedtosupportthe
implementationofthenewlylaunchedcurriculumandnottoweakeneffortsinherentinthe
newregulation.
6
2
ElemenPerubahan
StandarKompetensiLulusan
StandarProses
Standar Isi Standar Penilaian
ElemenPerubahan
Figure1.2:Theelementsofchangein2013curriculum,Doc.MinistryofEducationandCulture,2013
Infactby2015afterthenewMinistryregulation,mostschoolshadre-establishedthe
2006curriculum.Therewereseveraltechnical(orsubstantial)problemswiththe
implementationofthe2013curriculum.Thiswasasubstantialreasongivenforcurrently
6,221secondaryschoolsnationwidebeingmonitoredtotestthenewcurriculum.Whilethe
MadrasahTsanawiyah(MTs)continuedtoadoptthe2006curriculum,equivalenttothe
Englishsyllabusimplementedingeneraljuniorsecondaryschoolinthenationaleducation
system,MadrasahTsanawiyahteachersneededtostrengthenthequalityoftheirEnglish
teaching.
TheSchool-basedCurriculumintroducedbyDepartemenPendidikanNasional(2006)
iscalledKurikulumTingkatSatuanPendidikan(TheSchoolBasedCurriculum),abbreviated
asKTSP,showninAppendixD:sampleofsyllabusSMP/MTs).ResearchbyYulia(2014)
showedthattheEnglishsyllabusatjuniorsecondaryschoollevelintheKTSPcurriculum
exhibitedthecommunicativecompetenceframework.Theframeworkunderpinningthe
enactmentofthesyllabusaimstoprovidestudentswithreasonablyeasily-learned
materials.ThisisinlinewithRichards(2013)whoarguedthatthesyllabusforlanguage
learningistheresultoforganisinglinguisticcontentintoteachableandlearnableunitsas
wellasbeingarrangedinarationalsequence.Furthermore,heidentifiedthatthereare
numerousconceptionsofalanguagesyllabus.Heinsistedthat“differentapproachesto
syllabusdesignreflectdifferentunderstandingsofthenatureoflanguageanddifferent
viewsastowhatessentialbuildingblocksoflanguageproficiencyare,suchasvocabulary,
grammar,functionsortexttypes”(p.6).
7
DifferentunderstandingsofEnglishlanguagelearninginfluencethewaysteachers
implementtheirpedagogy.ThesyllabusofEnglishinmadrasahTsanawiyahaimstoreflect
theessentialcharacteristicofIslamiceducation.Forexample,theELTISprogram
incorporatedtheIslamicvaluesandteachingstolanguagelearningbydevelopingIslamic
ResourcePacks(IRP)forteacherstoengagewithinthecommunicativelanguageteaching.
TheIslamiccontentintheresourcepackswasvaluedasanimportantinnovationfor
classroomuseasinstructionalmaterialsthatsupportedthenationalcurriculum.Thusby
contextualisingtheEnglishlanguagelearningwithIslamicvalues,ELTISacknowledgedthe
workofmadrasahinsupportingEnglishlanguageteachingandlearningandinturnELTIS
playedasignificantroleinimprovingthequalityofEnglishlanguagepedagogy.However,
followingtheinitialimplementationoftheIslamicresourcepacksandengagementofthe
ELTISparticipants,therewaslimitedongoingprofessionaldevelopmentforteachers.The
professionaldevelopmentremainedlimitedtovoluntaryconsultationwithmasterteachers
throughthecascademodel.Changestothecurriculummeanthatteachersneedon-going
professionallearningastheirdaytodayteachingpracticeinclassroomsparticularlyinrural
Indonesiaarestillimpactednegativelybyanumberoffactorsnamely:
a. limitedfundingandlimitedresources;
b. rurallocations;
c. limitedopportunitiesforteacherprofessionallearningandtraining.
1.3BackgroundoftheStudy
IntheIndonesianeducationalsystem,thereisagreatneedforsignificant
improvementbywayofdevelopingprofessionalin-serviceteachertraining.In2007-2010
theAustraliangovernmentthroughAusAidsupportedthecommencementofthe
developmentofoutreachandtrainingprojectsandprogramstoimprovethequalityof
EnglishlanguageteachingintheIslamicjuniorsecondaryschoolssector.Thiswaswelcomed
bythecommunity.Forexample,Rohmah(2010)observedthattheteachertraininghad
givenopportunitiestoMadrasahTsanawiyahteacherstoparticipateinimprovingthe
qualityoflanguageteachingandlearning.
TheMinistryofReligiousAffairs(MoRA)wasawareoftheneedtoimprovethe
qualityofteachersintheMadrasahsystem.Madrasahsareoftentheonlyeducational
8
institutionsavailableinruralandremoteareaswheretheyservethepoorestmembersof
Indonesia’spopulation.ThesituationofeducationinequalityistheresultofStateeducation
beingconcentratedintownsandcities.Furthermore,itiscommonforteachersinrural
areastoattendonevillageschoolinthemorningandtraveltoanothervillageinthe
afternoontoteach.SimilarlyinBangladesh,inequalityhasbeenfoundtobethebiggest
causeoffailureinachievingthegoalofqualityeducationatanationallevel(Sammarai,
2009).InIndonesia,theMinistrydesiredachangeinpedagogyinIslamicschoolsfor
promotingIslamicintentsandequityineducationandsawthepotentialtoadoptthe
programthroughoutruralareasofEasternIndonesia.Therefore,theywelcomedtheAusAid
programasameansofminimisinginequalityineducationinanattempttouplift
educationalopportunitiesformarginalisedchildren.
TheAsianDevelopmentBank(2006)reportedthatinthe2003Madrasah
EducationSub-sectorAssessment(MESA)document,therewereapproximately6million
childrenattendingmadrasahs,representingnearly15%ofschoolenrolments.Thisfigureis
significantlyhigheratjuniorsecondarylevel,estimatedin2002at21%.Furtherstatistics
indicatedthatinthe2004-2005schoolyeartherewere40,258madrasahsacrossIndonesia
representing22%ofallschoolsinthecountrywithonlyaround4,000ofthemstate-run
(AsianDevelopmentBank,2006).Thestatisticsshowthatthemajorityofstudentsgoto
privatemadrasahs(Rohmah&Bentley,2007).
AstudybyHuda(1999)revealedthatthemostdominantfactorinthesuccessof
EnglishteachinginIndonesiawastheteacher.IntheIslamicEducationSub-Sector(IESS),
however,themajorityofmadrasahteachershavebeeneducatedwithintheIslamic
educationsystemwhichtraditionallypreparedteacherstoteachreligiouscontentstudies
(Rohmah,2010).ThedirectorategeneralofIslamiceducationofMoRAestimatedthat80%
ofmadrasahteacherswerefromreligiousstudiesbackgroundsandthatthesubjectmatter
wasnotrelevanttotheirteachingpositionsandrequiredqualification.Statisticsfromthe
2003MESAindicatedthatmorethan50%ofmadrasahteacherswerepart-timevolunteer
teachers,withthemajorityfallingfarshortofgovernmentminimumstandardswith43%
underqualifiedintermsofareasofexpertise(Rohmah&Bentley,2007).Anexamplegiven
byRohmahandBentley(2007)ofadistrictintheeasternpartofEastJavashoweda
graduatefromtheFacultyofScienceatalocaluniversityhadbeenteachingEnglishbecause
thekyai(theleaderofanIslamicboardingschool)askedhertoteachEnglish.Thisinstance
9
wasnotspecificonlytoIndonesiaasitalsohappenedinothercountries;howeverthe
charismaofakyaithatinfluencedtheselectionofsubjectteachersandthegraduate
teacher’sloyaltytowardsthecommandwasnotatypicalofMadrasahschools.
Lookingatthephenomenon,aplanforaneffectivein-serviceteachertrainingof
Englishlanguageteachingatsecondaryjuniorlevelwasdevelopedasapartnershipprogram
betweentheAustraliangovernmentthroughAusAidandtheMinistryofReligiousAffairs
(MoRA)oftheRepublicofIndonesia.Thecoreprogramwasrunbyanorganizationcalled
LearningAssistanceProgramforIslamicSchools(LAPIS).LAPISranthreetrainingprograms
including(i)EnglishLanguageTrainingforIslamicSchools(ELTIS),abasicEnglishlanguage
trainingprojectforjuniorsecondaryteachers;(ii)EqualityofLearningOutcomesinIslamic
School(ELOIS),aprojecttopromotetheequalityoflearningoutcomesforgirlsandboysin
primaryandjuniorsecondaryIslamicschools;and(iii)PendidikanGuruMadrasahIbtidaiyah
(PGMI),aprojecttoimprovethecapacityofsupportagenciestodeliverteachertraining
programsforprimaryschoolteachers(Crawford,2010).Theseprogramsaimedtohelpand
contributetoimprovingthequalityofbasiceducationinIndonesia.Allprogramswerein
linewithAustralia'sIndonesiaeducationprogramstrategyandIndonesia'seducation
strategicplan,summarizedas‘increasingaccessandequity,enhancingquality,and
improvinggovernance’,aswellasstrengtheningthecapacityofpartnertertiaryinstitutions
todesign,manageanddeliverin-serviceEnglishlanguageandteacher-trainingcourses,and
strengthendistrictsupportnetworks(LAPIS,2007).
Themajorconcernofthisresearchcentredontheclassroomexperiencesof
EnglishteachersinMTs,andhowthoseteacherschangedtheirteachingpracticeyearsafter
undertakingELTIStraining.Italsoinvestigatedhowteacherscontinuedtodeveloptheir
pedagogiccompetenceandtomaintainmotivationalstrategies.TheELTISteachertraining
programendedin2010,yettheextenttowhichtheimplementedknowledgeandskills
gainedfromthetrainingcontinuedinpracticehadnotbeeninvestigatednorhad
sustainabilityoftheinnovativecommunicativelanguageteachingwithoutfurther
professionaldevelopment.Someteachersmayhavelessenedtheskillstheyreceivedfrom
thetrainingwhileotherteachershadsoughtfurthertraining,andareputtingnewskills
obtainedinthetrainingintonewpractices.Thisqualitativeinquiryexposeskeyfeaturesof
effectivepracticeofEnglishlanguageteachinginIslamicsecondaryjuniorschools(MTs)
10
includingtheiradaptabilityofbetterpractices.Byanalysingwhathasbeenimplementedby
MTsteachersinimprovingqualitiesoflanguageteachingandlearning,thisresearchlaysa
foundationforbuildinganunderstandingofsustainablesecondlanguageteaching
expertise.
1.4ContextoftheResearch
TheELTISprogram(2007-2010)relieduponacascademodeltoimprovethe
EnglishlanguagecompetenceandtheteachingskillofteachersofEnglishinMadrasah
Tsanawiyahandbytakingintoaccountthesocio-culturalconditionsofregionalareasthat
weremoreapplicableinremotelocationsthanincities.Thecascademodeldevelopedin
thistrainingconsistedofthreelayers.Thefirstlayerwasthetrainingof61teacherstobe
mastertrainersthroughanintensiveCambridgeICELT(in-serviceCertificateofEnglish
LanguageTeaching)forsixmonths.Thesecondlayerwasdeliveredbymastertrainersto
teachersofEnglishinthetargetlocations.Therewere64traineesoutof771traineeswho
wereselectedandtrainedasdistricttrainers.Districttrainersinthethirdlayertrained
subjectteachersupportgroups(MGMP)asameansofdisseminatingELTISpracticesand
sustainingthemovertime.Teacherengagementwiththecascademodelofprofessional
learningthroughoutthelayersinitiallyenabledsustainabilityforaperiodbutwithout
ongoingupdatingtheskills,thecascademodelcouldnotbesustainedinthelong-termto
thebroaderteacheraudienceitwasintendedfor.Thereducedimpactofthecascade
trainingmodelwasattributabletolimitedongoingexternalsupportbeyondthe
communitiesofpracticewhichconsistedofteachersupportgroups.Thelimitedsupport
fromgovernmentandrelatedauthoritiesforongoingprovisionofprofessionallearningwas
identifiedasoneofthehindrancestosustainability.Figure1.3providesthematrixof
trainingstepsandlevelsoftheELTIScascademodel.
11
Activities TheCascadingProcessinELTIS Purpose
61trainerstrainedinCambridgeICELT-ESOLexam(sixmonths)771teacherstrained60hoursx4=240(ELU)and20hoursx5=100hours(CELTT)64selectedfrom771trainees+doingTKT-ESOL(1month)Notknown, towhatextentitsustained?
EquipMasterTrainerswithknowledgeandskillstodelivertrainingsessionsImproveteachers’capabilitiesinteachingEnglishatMTsschoolsDisseminateknowledgeandskillsamongschoolsSupportcontinuityofsupportgroupsactivities
Figure1.3TheCascadeModelengagedbyELTIS(2007-2010)
Thein-serviceteachereducationandtraining(InSET)forEnglishLanguageTeaching
(ELT)inIndonesiathroughEnglishLanguageTrainingforIslamicSchool(ELTIS)aimedat
improvingtheprofessionalgrowth(Salmon,2012)ofteachersofEnglishinMadrasah
Tsanawiyah(MTs).TosupporttheimplementationofEnglishlanguageteachingat
secondaryschoollevel,thegovernmentpreparedaninstrumentforEnglishlanguage
teachingandlearning.Initially,allschoolshadtofollowtheinstructionoftheMinistryof
NationalEducation(MoNE)toelaboratetheNationalcurriculumintopracticalguidance
suchastheEnglishsyllabusforsecondaryschoolswhichincludedtheMadrasah
Tsanawiyah.
ThroughLawNo.20,2003articleNo.38,theIndonesiangovernmenthasstipulated
thattheprimaryandsecondaryeducationcurriculumbedevelopedaccordingtotheir
relevancetoeachgrouporunitofeducationaswellasschoolormadrasahcommittee
underthecoordinationandsupervisionoftheDistrictEducationOffice(DEO-Dinas
PendidikanKabupaten/Kota),theMinistryofNationalEducation(MoNE)orKantor
KementrianAgamaKabupaten/Kota,theMinistryofReligiousAffairs(MoRA)forprimary
educationandtheProvinceforsecondaryeducation(Yulia,2014).Suchendeavourhas
12
substantialconsequencesin,forinstance,providingconsiderablebudgetallocationsto
improveteachingprofessionalismandlearningquality.Therefore,theGovernmentof
Indonesia(GoI)throughbothministrieshasbeenattemptingtoimprovelanguagepedagogy
atsecondaryschoollevel.TheMinistryofReligiousAffairsinparticular,incollaborationwith
AustralianGovernmenthadtakenparttoimprovethequalityofMadrasahTsanawiyah
teachersofEnglishbyprovidingin-servicelanguageteachertrainingwithinELTIS.
AstudybyRohmah(2010)indicatedthatELTISwaswidelyconsideredapplicable
andrelevant.However,afewnegativecommentsraisedquestionsaboutthelongerterm
impactofthetraining,essentiallysuggestinganeedtobetterunderstandwhetherteachers
hadbeenabletoadaptthetrainingtosuitthesituationsintheirownschoolsormadrasahs
andhowlearningoutcomeswerereflectedintheirpractice.TheprojectdevelopedbyELTIS
adoptedaformofEnglishLanguageTeachingtrainingwhichwasmanagedandtaughtby
Englishlanguageteachingexperts.Therulesandprinciplesfrompre-existingknowledgeof
languagelearningandteachingweremodelledandpractisedbytheIndonesianteachersin
trainingtoperformtoastandard.Thiswasanentrypointforthecurrentresearchof
Indonesianmadrasahstogainadeeperunderstandingofsustainablepracticeusingthe
cascademodeloftraining.
1.5ResearchQuestions
Thefollowingresearchquestionscharacterisesustainablefeaturesofeffective
secondlanguageteachingpracticeformadrasahschoolsthatformedthebasisofdata
collectionandanalysis:
(i) HowhavethesuccessfulteachersofEnglishatMadrasahTsanawiyah
adaptedtheirpedagogicpracticesinceELTIStrainingwithinthesocio-cultural
conditionsofruralIndonesia?
(ii) Whatmotivationalandclassroommanagementstrategieshaveteachers
developedinteachingEnglishandwhathasbeentheimpactontheir
students?
(iii) TowhatextenthastheELTISeducationalinnovationbeensustainedover
timeastheteachersengageintheirpedagogicalpractices?
13
ThesethreeresearchquestionshighlightthespecificaspectsofELTISthatthisstudy
investigated.Inexploringthesequestions,theaimwastoexplainthelongtermimpact
ofanEnglishlanguageteachertrainingprogram(namelyELTIS)onteachers’practices
inMadrasahTsanawiyahinIndonesia.Thelongtermsustainabilityofacascademodel
oftrainingwasalsoelucidatedwithintheongoingprofessionaldevelopmentofEnglish
teachers.
1.6SignificanceoftheStudy
ThisstudycontributestowhatisknownaboutlanguagepedagogyofMadrasah
TsanawiyahEnglishteachersinruralIndonesia.Specifically,theresearchdescribesthe
currentsituationregardingsuccessfulimplementationofELTIStraininginregardtothree
significantaspects:teachers’effectivepracticeofEnglishlanguageteaching,motivational
strategiesandsustainedstudents’motivation,andthesustainabilityofpedagogical
innovation.TheresultshavealsobeenpreparedinareporttotheMinistryofReligious
AffairsintheRepublicofIndonesiaaboutcomponentsofeffectivepracticeofEnglish
languageteachinginMadrasahTsanawiyahfollowingELTIStrainingusingthecascade
model.
Thestudysignifiesfurthereducationalresearch,boththeoreticallyandpracticallyin
foreignlanguageteaching.Bydevelopingtheoriesofpedagogiccompetenceinplaceswhere
Englishisaforeignlanguage,therelationshipbetweenteachingabilityandteaching
methodologyisessential.Thisrelationshipallowscreationofideasanddevelopmentof
theoriesinunderstandinglanguageeducationaltheoriesapplicabletotangibleactivitiesat
school.Theknowledgeoftherelationshipofteachingstrategiesandlanguageskillsenables
teachersandstudentstoexploreandextendtheirknowledgeanduseoftheEnglish
language.
Inpractice,theresultsofthestudywillencourageongoingimprovementsinteaching
methodologygenerallyandspecificallyintheteachingofEnglishlanguage:
(1) Theresearchfindingswillbepublishedinprofessionaljournalsof
education,soabroaderreadershipcanbenefitfromresultsofthestudyas
aguideforfurtherresearchinthisarea.
14
(2) Suggestionsandrecommendationsfromthisstudywillbebettershared
amongMGMPmembersintheirregionstoencourageteacherstoimprove
theirknowledgeofeffectiveteachingandlearningaswellastheuseof
EnglishlanguageinMadrasahTsanawiyahclasses.
15
CHAPTER2
REVIEWOFRELATEDLITERATURE
Whenanyjourneyistobeundertakenitprovesavaluableexercisetoconsiderthosewhohavetravelledsimilarpathwaysbefore,whilearesearchermaybebranchingofftheestablished
pathwaytoexplorenewdirectionsthereisstillmuchtobegainedfromhavingasolidunderstandingoftheterrain.
Atwell(2006,p.3)
Introduction
Thischapterendeavourstoprovideanoverviewofthetheoriesandkeyconcepts
relevanttothisstudy.Fundamentaltothereviewarediscussionsofpedagogiccompetence
forsustainableeffectiveEnglishlanguageteachingpracticewhereEnglishisaForeign
Language(FL).Thissectionemphasiseshowteachersviewpedagogiccompetenceasakey
componentoflanguageteachingasitinfluencesstudents’learning.Thediscussionincludes
motivationalstrategiesengagedbyteachersasapivotalfactorintheirpedagogical
practices.Thischaptermovesontodiscusstheroleofmadrasahaspartofthesocio-cultural
systemwhereeducationinnovationisneededforimprovingthequalityofEnglishteaching.
Thenextsectionprovidesthephilosophicalfoundationthatunderpinstheuseofanarrative
approachasatoolforresearchingandexploringteachers’livedexperiences.Thisoverview
alsoprovidesanaccountoftheconceptualframeworkwhichinformsthecurrentpracticeof
teachersofEnglishintheMadrasahTsanawiyahruralschoolsinthepresentstudy.
MyStoryofPedagogy
WhenIwasalittleboyIusuallyspentthenightsinmygrandfather’ssmallvillagemosquewhichwe called Langgarmbah Kaji. “Langgar” is a Javaneseword for a smallmosque,which in the Indonesian language ismusholla, an Arabic word which means place forperformingprayers.LanggarmbahKajiwasapermanentbuildingmadeofbricksandclay
16
andthedoorsandceilingweremadeofwovenbamboo.We,littleboysfromthevillage,gatheredeveryeveningtolearntoreadAlQur’an.Mygrandfather,HajiSiradj,patientlytaughtustoreadhijaiyah,theQur’anicalphabeticalletters.Theteachinglastedforyearsuntil we finished all the 6666 of the Qur’an verses. Apart from reading Al Qur’an, heshowedusslowlyhowtodoablutionsandguidedustoconductprayers.Hewokeusupearlyinthemorningevenbeforedawn.Heusuallymadeanoisebyfoldinghissarongandflapping it many times. We heard the voice of his cough and the gently sound of hissarong.Wehurrieduptotakeanablutionbeforedoingthedawnprayerandsomeofuswenttotoiletwithhalf-openedeyes.
Mygrandfatherwasneitherapedagogicexpertnoraneducator.Hewasjustanold
manwhodedicatedhislifetochildren’slearningespeciallyofIslamicvalues.Irecallthathe
justwantedus,thechildreninthevillagetobecomeliterate.Heneveraskedforpayment.He
evenboughttheequipmentneededsuchasablackboardandchalkhimself.Hespentmoney
tobuyfoodforourdinnereveryotherday.Hewasalwaysaroundwhenchildrenneededhelp.
Hewassohumble,devotinghislifetoenablechildrentogainaninformaleducation.Hespent
mostofhistimeintheLanggarconductingprayersandteaching.Whenhepassedawayin
1982,Iwasinmyfirstyearofjuniorsecondaryschool.Ialwaysrememberhisinvaluable
teachingsthathadembeddedprinciplesinmeforthenextstagesofmylife.
TodayIrealisethatmygrandfatherhadmadecountlesseffortstoenlightenchildren
toobtainknowledgeespeciallyaboutreligiousvalues.Hisendeavourwas,Ibelieve,inline
withwhatresearchliteraturerecognisesaspedagogicalpractice.Pedagogyislinkedtothe
processesandactivitiesofeducating,orinstructingchildrenbymeansofimpartingknowledge
anddevelopingskills(seee.g.Shulman,1987;VanManen,2013).
2.1PedagogicPractice
2.1.1Thenatureofpedagogiccompetence
It is acknowledged thatpedagogy corresponds toactivitiesdonebya teacher that
provide learners with knowledge and skills (Van Manen, 2013). Pedagogy comprises the
practicesbywhichanadultguidesachildtoobtainknowledgeandgrowinlife,asepitomized
bymygrandfather inthestoryabove.Thewordpedagogy itself isderivedfromOldFrench
pédagogue,originally fromtheGreekpaidagõgia (paidagõgos)whichwasconstructed from
twowordspaedos,whichmeanschildrenandagogemeansguide. In thepast themeaning
referred to a slave who took children to and from school (Watkins & Mortimore, 1999).
17
However,WatkinsandMortimorepointedoutthatsuchmeaningnowadaysisinappropriate
asresearchonpedagogyhasdevelopedandthemeaninghaschangedconsiderably.
Inthelastfourdecades,therehasbeengrowingdiscussionandstudiesonpedagogy
andpedagogicpractice.Numerousstudieshaveattemptedtoexplainpedagogyand
pedagogiccompetenceinvariouswaysfordiversepurposes.Prabhu(1987)inhisbookSecond
LanguagePedagogypresentedaprecisevisionofsecondlanguagepedagogy.Inhisview,
pedagogywasasubstantialaspectofteachinginwhichlearnersareengagedinthelearning
process.AmuchsimplerdefinitionbutgivingbroadermeaninghasbeenproposedbyCollins,
Insley,andSoler(2000)whodescribedpedagogyas“theScienceandortheArtofteaching”.
Incontrasttothisdefinition,theTeamofTeachingAustralia-MonashUniversity(2008)
consideredpedagogytobemorethanjustteaching.Theyincludedintheskills,knowledge
andartofeducatingchildren,strategiesforusingprofessionalexpertise,andtheabilityto
promotegoodlearningoutcomes.
Apartfromtheaboveargumentation,researchershavedefinedpedagogyasdealing
withtheteachingandlearningprocesstoimprovelearners’performance(seee.g.Casas,
2004;Ellis,2012;Sullivan,2009).Theprocessoflearningshouldalwaysbegearedtoward
improvementofbothteachersandlearners.Learnersindeedneedteachers’expertiseto
supportthemtoimprovethequalityoftheirlearning.VanManen(2013)arguedthatthe
significanceandmeaningofpedagogyliesintheprocessofinvolvingchildreninactivitiesnot
onlyeducatingorinstructingthemtoimpartknowledgeandskills.Heurgedthepresenceof
adultstohelpchildrenintheirdailyliveshecalled“down-to-earth”mannerforeveryday
activity.Furthermore,hestatedthat“pedagogyisnotjustanobjectivesocialscience
construct.Itisaphenomenonthatissuesacompleximperativeinthemannerthatwesee,
feel,sense,reflect,andrespondtothecallofthechildbeforeus”(p.10).Assuch,pedagogy
includesallaspectsneededinordertoenhancechildren’slearning.
Referringtothestudies,definitionsandargumentsabove,acompetentteacher
influencesthepedagogicpracticeinschools(Shulman,1987).Goodinteractionbetween
teachersandlearnersmaybedeterminedbycompetentteachersaswell(Furrer,Skinner,&
Pitzer,2014).Therefore,enhancementofteachers’competenceplaysapivotalrolein
students’learning(Moore,2000).Significantlyteachers’competenceinthisstudyreferstothe
innercapacityofteachersinwhichtheycanbestunderstandtheelementsofpedagogyand
18
performthemastheirclassroompractice.Therein,competenceunderlyingpedagogicpractice
ispedagogiccompetence.
PedagogicalcompetenceasRyegard,Apelgren,andOlsson(2010)proposedrelates
toeducationalandteachingqualifications.Inassessingpedagogiccompetence,thequalities
oftheteachinghavetobetheprimaryconsideration.Therearethewaysthatbeing
competentincludetheabilitytoplan,initiate,lead,anddevelopeducationandteaching.
MadavaramandLaverie(2010)developedtheconceptofpedagogiccompetencetobe:
theabilityofan individualtouseacoordinated,synergisticcombinationoftangible resources (e.g. instruction materials such as books, articles, andcases and technology such as software and hardware) and intangibleresources (e.g. knowledge, skills, experience) to achieve efficiency and/oreffectivenessinpedagogy(p.201)
Similarly,Ryegardetal.(2010)suggestedthatbasicpedagogicalcompetencereferred
tothecapabilityneededtoassiststudentsinlearningprocesses.Theemphasisonpedagogic
competenceinthisviewreflectstheabilitytosolvepedagogicalproblemsandtypical
pedagogicaltasksoccurringinnaturalsituationsspecificallyintheclassrooms.SuciuandMata
(2011)pointedoutthatthedefinitionofpedagogiccompetencefocusesonthreeimportant
facetsofeducation:educationalachievementorsuccess,professionaldevelopment,and
societalchange.Inthisframe,theyarguedthatimprovedpedagogicalcompetencehelps
teachersreachsuccessinattainingqualityandhighlyadaptiveprofessionallevels,and
influencesocietalchangeinstandardsofeducation.Inthisregard,theirconceptualisationof
teachercompetencesislinkedwithvisionsofprofessionalism,theoriesofteachingand
learning,qualityculturesandsocio-culturalperspectives(Caena,2013).
IntheFinnishcontext,Matilainen(2013)indicatedthattheteacherswho
demonstratedthattheyenjoyedthefreedomofpedagogicalautonomyintheclassroomwere
consideredtobepedagogicalexperts.Whereteachershavethecompetencetoteachwell,
theMinistryofEducationinFinlandoremployerislikelytoinvestresponsibilityinthemto
managereformandtosustainit.Thoseteachersareentrustedwithconsiderable
independenceintheclassroomandaregivenauthoritytomakedecisionsconcerningschool
policyandmanagement.Theywerealsodeeplyinvolvedindraftingthelocalcurriculaand
givenresponsibilityforthechoiceoftextbooksandteachingmethods.InFinlandthe
19
educationdepartmentrequiresteacherstoentertheprofessionwithamasterdegreeasthe
minimumstandardofpedagogicalcompetence.
WhilehighstandardsofpedagogicalcompetencearerequiredinFinland,thisisnot
thecaseintheIndonesianeducationalsystemparticularlyinthemadrasahsub-sector.
Furthermore,teachersofprivatemadrasahoftenfaceaseriesofdifficultiesthathinderthe
developmentoftheircompetencesduetoseveralinfluentialfactors.Astudyconductedby
Salmon(2012)onIndonesianmadrasahteachersofEnglishrevealedalowqualityof
teachingwhichimprovedfollowingin-serviceteachertraining.Hisstudyrecommendedthe
needtoimprovethequalityofprofessionalisminEnglishLanguageTeachingbyinvolving
policymakersinincreasingopportunitiesforteacherstoupgradetheirlanguageskills.The
professionaldevelopmentincludedafocusongenrebasedteachingandtheuseofcode-
switching,alternativeapproachestoCLT.Aneedwasalsorecognisedtoconstructprograms
forteacherswithinteachers’supportgroups,toprovideworkshopsatlocallevelforsmall
schools,andtoimproveteachers’abilitytouseresourcesmoreeffectivelyinmadrasahs.
Inrelationtothoserecommendations,theareaofpedagogicpracticethatShulman
(1987)madewidelyknownincorporatespedagogicalknowledgeandpedagogicalcontent
knowledgeandmorebroadlyincludestheteachingofcontentinassociationwithconcepts
ofteacherlearninganddevelopmentwithincommunitiesandcontexts.(Shulmanand
Shulman,(2004)Suchnewconceptsofteacherdevelopmentfeaturedvision,motivation,
understanding,practice,reflection,andcommunityasillustratedinFigure2.1.
Figure2.1Individuallevelofanalysis(Shulman&Shulman,2004,p.259)
20
ShulmanandShulman(2004)characterisedprofessionalteachersasthosewhoare
readytofollowavisionofaclassroomthatcreatesacommunityoflearning.Thoseteachers
aremorewillingtoexpendtheenergytosustainlearningandhaveaclearunderstandingof
conceptsandprinciplesneededintheprofessionalpracticeofteaching.Theyareableto
engagewithmorecomplexformsofpedagogicalandorganisationalpracticesandaremore
capableoflearningfromtheirownexperiences,reflectingontheirclassroomactions.
Furthermore,theyarealsocapableoffunctioningasmembersofteachercommunitiesand
teachers’supportgroups.
2.1.2Teachers’performanceandeffectivepractice
DrawinguponShulman’s(1987)theoryofpedagogicknowledgeandpedagogic
contentknowledgeintheaboveaccount,thissectionreviewstheinfluenceofteachers’
performanceonstudents’learningachievements.Teachers’effectivepracticeplaysa
pivotalroleinenhancingstudentsuccessinlearning.(Darling-Hammond(2000).Herstudy
foundthatteachers’qualificationsandotherschoolinputsinfluencedstudentachievement,
suggestingthat“teachereducation,licensing,andprofessionaldevelopmentmaymakean
importantdifferenceinthequalificationandcapacitiesthatteachersbringtotheirwork”
(p.1).
OtherstudiesbyBorg(2003)andBiggsandTang(2011)showedtheimportanceof
teachercognitiononclassroompractice.Borgsuggestedthatwhatteachersthink,know,
andbelieveimpactswhattheydo.Inthatway,teacherperformancemayalsobeinfluenced
bytheirpriorknowledgeaboutteachingstrategiesandskillsinteaching.MeanwhileBiggs
andTang(2011)suggestedthequalityoflearningatuniversityisimportantfactorto
considerasaninfluenceonteachingthatimproves.Theyfurtherpointedoutthateffective
teachingdependsonwhatteachersthinkaboutteaching.Intheirconceptioneffective
teachingisseenas:
Encouragingstudentstousethelearningactivitiesmostlikelytoachievetheoutcomesintended.Todothisrequiressomeknowledgeofhowstudentslearn.Studentsmayuselearningactivitiesthatareoflowercognitivelevelthanareneededtoachievetheoutcomes,resultinginasurfaceapproachtolearning;ortheycanusehighlevelactivitiesappropriatetoachievingtheintendedoutcomes,resultingina
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deepapproachtolearning.Goodteachingisthatwhichsupporttheappropriatelearningactivitiesanddiscouragesinappropriateones(p.16).
AlltheseconsiderationsareinaccordancewithShulman’sareaofteacherpedagogic
knowledgetheory.Howeverinruralcontexts,itisraretofindresearchoneffectiveteaching
practicesisandhowitinfluencesEnglishLanguageTeachingandpedagogy(Salmon,2012).
Effectiveclassroomteachingpracticeseemstobenefitlearnersmostintermsofimproving
theirmotivationtolearnEnglishyetteachersneedtogiveconstantassistancetotheir
studentstolearnforthemtoimprovetheirEnglishabilityandproficiency(Renandya,2013).
Itisgenerallyacknowledgedthatbeinganeffectiveteacherisnoteasyandanydiscussionof
effectiveteachingmaybeopentodifferentinterpretations.Thusframingadefinitionof
effectiveteachingissomewhatdebatable.Inthisrespect,themainconsiderationof
teachers’effectivepracticeishowtheteachinginfluencesstudentstolearnmoreeffectively
(Oxford,2011).Thusthisdiscussionofeffectivepracticeisrelatedtohowtheteachersbest
providestudentswithtechniques,strategies,andmaterialsinordertopreparethemto
learnEnglishbetter.
Moore(2000)proposedthreemodelsofgoodteachingtorepresenteffective
practice:thecharismatic/communicativemodel,thecompetencemodel,andthe
reflective/reflexivemodel,eachbasedonimprovingteacherperformanceandeffective
practice.ToMoore(2000)“itisaxiomatic,that,intheend,thoughteachingmayalwaysbe
somethingofan“act”,thesuccessfulteacherhastoremaintruetowhotheyare”(p.121).It
isrecognisedthatlearnersareindividualsasaretheteachers.Teachers’priorexperiences,
personalvalues,andknowledgeaboutteachinghaveshapedthebodyofknowledgeand
skillswhichinfluencestheirpracticeintheirclassrooms.FreemanandJohnson(1998)
pointedoutthatteachers,likeotherlearners,interpretnewcontentthroughtheirexisting
understandingsandtheymodifyandreinterpretnewideasontheirknowledge-based
pedagogyofwhattheyalreadyknow.Effectivepedagogicalpracticeisthustheultimate
goalforlanguageteaching.
1) EffectivepracticeintheELTIScontext
IntheELTIScontext,effectiveteachingpracticeincorporatestheuseofparticular
teachingstrategies,waysofincreasinglearningmotivation,andtechniquesofclassroom
management.ThestrategiessuggestedbyELTISarebasedontaken-for-grantedeffective
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teachingstrategiesinWesternculture,butthesearenottraditionallyIndonesianteaching
strategies.Teachinginthemadrasahshadbeentraditionalteachingwiththeteacheras
expertandthestudentsasnovicelearners.InELTIS,however,theteachersincludedawhole
rangeofstrategiesthatencouragedadialogicapproach,wherethetalk/interactions
betweenteacherandstudentsmeansthatlearningishappeninginadifferentway.
• Teachingstrategies
TheELTIStrainingmanualforteachersprovidedguidelineswhichintroduced
teachersofMadrasahTsanawiyahtonewformsoflanguageandteachingknowledge
andskills.ThemanualassuggestedbyLAPIS-ELTIS(2007)aimedatimproving
teacherperformanceinteachingEnglish.Theactivitiesoutlinedasteaching
procedureaimedatenablingtheteachertocontrolthepaceandflowofthelesson.
Otheractivitiesincludedtimearrangementtoassistteacherstomanagethe
timetheydevotedtoteachlessonsaccordingtotheallocatedtimeonaschedule.
Errorcorrectionwasusedtoimprovestudents’knowledgeofcorrectformsof
language(Ferris,2011)whileintroducingthemtofurtherproductiveactivities,and
thescaffoldingtechniquewasutilisedtogetherwitherrorcorrectiontoimprove
students’pronunciationandconfidenceindevelopingtheirspeakingskills.
• Teachinginstruction
- Organisationandclarityofinstructions
Inrelationtoorganisationofinstruction,theliteraturehasfocussedon
teacherinstructions.Teachersareexpectedtoexplainclearly,bewellprepared,
makedifficultmaterialeasytounderstand,useexamples,andmaketheaimofthe
lessonclear(TeachingCommons,StanfordUniversity,2015).Similarly,ELTIShada
setofexamplesofproceduresforinstructiontobefollowedbytheteachersas
traineesinthetrainingsessions(ELTIS,2007).
- Varyinteractionpattern
Effectiveforeignlanguageinstructionrequiresthedesirablequalitiesofa
rangeofinteractionpatternssuchasgroupworkandpairwork(Borg,2006)withthe
roleofteacherinclassroominteractionclearlyarticulated(Tsui,2001).Inorderto
varypracticesintheclassroom,ateachershouldmanageforinstance,useofEnglish
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ininstructionsandgenerallyatanaturalpaceinadditiontolearninghowtouse
materialsandotherteachingaidseffectively(ELTIS,2007)andtoengageinthe
interactionthatresultsfromlanguagelearning(Hall,2010).
• Increasinglearningmotivation
- Enthusiasm
Inclassroompracticetheteacher’senthusiasmmayinfluencestudents’
intrinsicmotivation(Patrick,Hisley,&Kempler,2000).Whenteachersappear
enthusiasticitislikelythatthestudentsaretriggeredtofollowtheteacher’s
example.Bettencourt,Gillett,andGall(1983)pointedoutthatenthusiasmis
consideredoneofthemostimportantcharacteristicsofeffectiveteachers.Thereisa
closeconnectionbetweenteacherenthusiasmandstudentachievementsin
learning.Assuch,inordertoachievealearningobjectiveateachershouldappear
enthusiasticmostofthetime.
- Engagement
Itisgenerallyacknowledgedthateffectiveteacherspayanattentiontohow
toinvolvestudentsinlearningactivities.Goodpracticeusuallyinvolvesstudentsin
activitiesandtheteachergivinghelpasneeded(Ellis,2012).Thus,nostudentisleft
behind.Aneffectiveteacherbuildsrapportandgivespositivefeedback(ELTIS,2007;
Spratt,Pulverness,&William,2005).
• Classroommanagement
Classroommanagementincorporatestheessentialfeaturesofclassroom
organisation,managementanddiscipline(Evertson&Weinstein,2006).Effective
teachersmaintainthosefeatureswitheffectiveclassroommanagementsystems
includingorganisationoftheclassroomsetting,choiceofteachingprocedures,use
ofgoodcommunicationskills,andmostimportantlymaintenanceofappropriate
studentbehaviour(Emmer,(1994).
Classroommanagementalsoinvolvesclassroommonitoring(Kunter,
Baumert,&Koller,2007)whichaimstoprovideassistanceinorderthatlearners
finishtaskswell.Themonitoringclassroomactivityconstantlychecksthestudent
progressinlearningEnglish.AteachershouldalsoabletomanageTeacherTalking
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Time(TTT),andincreaseStudentTalkingTime(STT)(ELTIS,2007).Anotherfeatureof
classroommanagementisestablishingrapport.Buildinggoodrapportisoneofthe
suggestedclassroommanagementproceduresinELTIS,assuggestedalsobyGower,
Phillips,andWalters(2005).
Itisimportanttonotethattheaboveclassroomandbehaviourmanagement
strategiesprovideimportantsupportforteachersintheirroleofteachingstudents(Clunies-
Ross,Little,&Kienhuis,2008).Assuch,thewaytheteachersmanagetheclassroom
influenceslearnersuccessaswell(Bos&Vaughn,2002).Inparticular,forimprovingEnglish
languageteachingintheclassrooms,ELTISprovidednewviewpointstotheteachersofhow
tobeeffectiveteachersofEnglishintheircontext.ELTISlaidthefoundationtobuild
teachingstrategieswhichwerecontentrelevantandaccessibletostudents(ELTIS,2007).
TheprojectwasdesignedalsoforEnglishLanguageUpgrading(ELU)toupgradelinguistic
aspectsandknowledgeoftheteachers.ELTISdesignedateachingmethodologywhichgave
teachersthepracticalknowledgetoimprovetheirteachingskillsbyengaginga
communicativelanguageteachingapproachcalledCommunicativeEnglishLanguage
TeacherTraining(CELTT).
2)Theteachertrainingguidelines
TheteachertrainingguidelinesfromtheELTIStrainingmanualintroducedteachers
ofMadrasahTsanawiyahtonewformsoflanguageandteachingknowledgeandskills.The
teacher-trainingsyllabusassuggestedbyLAPIS-ELTIS(2007)dependedverymuchonthe
needsofthecoursetraineesandstakeholders.ThefollowingskillswerecoveredintheELTIS
teacher-trainingcourse:
• Lessonplanning• Lessonaimsandstages• Theroleoftheteacher• Rapport• Learner-centredapproach• Discoverylearning• Classroommanagement• Interactionpatterns• Evaluatingactivitiesinacoursebook• Adaptingactivities• Materialsdesign• Usingauthenticmaterials
• Instructions• Drilling• Teachingvocabularyandgrammar• Teachingfourskills• Maintainingdiscipline• Assessment• Errorcorrection• Monitoringprogress• Computer assisted language learning
(CALL)• Usingvideoandaudiomaterials• Sustainingmotivation
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Thesyllabusofateachertrainingprogrammaytakemanydifferentformsdepending
ontheneedsofthecoursetraineesandthestakeholders.ELTISprogramswereorganized
bytopicsintomodules.Whentopicareaswerechosen,theywereconvenientlygrouped
togetherintomodulesofstudy.ItwasreasonabletodealwithReadingandListening
together,bothbeingreceptiveskills.Similarly,topicslikeClassroommanagementand
Interactionpatternswerelogicallyputtogether(ELTIS,2007).ThetopicselectionbyELTIS
wasdesignedtomeettheteachers’needstherebythenewlylearnedmaterialsformednew
knowledgeforteachingEnglishinthespecificcontext.
2.1.3ResearchinEnglishasasecondlanguage(ESL)intheIndonesiancontext
EnglishintheIndonesianeducationsystemofgeneralandsecularschoolsand
madrasahsisacompulsorysubjectforjunioruptoseniorsecondaryschoolstudents
(Mistar,2005).Despiteitspositionasacompulsorysubjectinthenationalsecondaryschool
curriculumamongotherthreesubjects(Mathematics,BahasaIndonesia,andSciences),
Englishisconsistentlyratedaforeignlanguageandhasneverbeenpositionedasanofficial
language,asinSingapore,Malaysia,orIndia(Masduqi,2011).Consequently,thereislimited
interestintheprofessionaldevelopmentofteachersinthisareaofcurriculum.Thepurpose
oflocatingEnglishinthenationalcurriculumatsecondarylevel-anduptofirstyearin
tertiaryeducation-istoprovidestudentswithEnglishknowledgeandskills(Lie,2007),not
withtheaimofmakingEnglishanofficiallanguageasintheaforementionedcountries.
LookingatthecurrentphenomenonthatEnglishisaninternationallanguageandthe
factthatIndonesiaisexperiencingconstantfailureinfacilitatingitspeopletoexpand
competenceinEnglish,whichisnowincreasinglyusedinpublicdomainsofcommunication
inIndonesia(Siregar,2013),amajorchangeshouldbetakenregardinglanguagepedagogy
policyatalllevelsofeducation.Sofar,anumberofresearchers(e.g.Dardjowidjojo,2000;
Kirkpatrick,2007;Larson,2014)haveindicatedthelessthansatisfactoryresultsofthe
teachingEnglishasforeignlanguage(EFL)inIndonesia.AstudybyLarson(2014)foundthat
upongraduationfromIndonesiansecondaryschools,themajorityofstudents
demonstratedlowproficiencyinEnglish.Thefactorscontributingtothisconditionincluded:
“largeclasssizes,thelowEnglishproficiencyofteachers,lowsalary,notenoughteacher
educationtoteachthenewcurriculum,andculturalbarriershinderingteachersfrom
adoptingafacilitatorroleinEnglishasforeignlanguage”(p.122).Theresearchersuggested
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thatthegovernmentshouldlookintostudents’needsforlearningbydevelopingteachers’
criticalpedagogy.Thisincludedadoptingatransformativeapproachtothesyllabusin
nationalcurriculumtherebygivingteachersmoreroomforimprovisationinordertomeet
studentneeds.Similareducationalchallengeshavebeennotedbypreviousresearchers(e.g.
Dardjowidjojo,2000;Marcellino,2008;Saukah,2009;Yuwono,2005).
Marcellino(2008)investigatedtheimplementationofa“communicative
competence-basedlanguageteaching”programinIndonesiaandfounditlargelyafailure.
Thedeterminingfactorforthefailurewasattributedtothestudents’conditionsforlearning
influencedbytheirsocio-culturalbackground,values,beliefsaswellasthepoliticsof
education.Theotherimportantfactorwastheteachers’lowperformanceandineffective
classroompreparationwhichallcontributedtodissatisfaction.Thatstudyrecommended
employingclosetaskperformanceinthesensethatthestudentsweretobegiven
“significantaidintheformofclearguidance,clues,anddirectionwhendoingthe
task…Upgradingtheprogramonacompetency-basedlanguagemodelhastobefrequently
exposedtoteachersofEnglish.”(Marcellino(2008)66-67)
2.1.4Motivationalandclassroommanagementstrategies
1)Thenatureofmotivation
Thesuccessoflanguagelearninghasbeencreditedtostudents’levelsofmotivation
(Renandya,2014).Duringtheprocessofteachingandlearningintheclassroom,motivation
playsapivotalroleinincreasingstudents’enthusiasm,commitment,andinvolvement
(Dornyei,2001a).Furthermore,“inthevastmajorityofcases,learnerswithsufficient
motivationcanachieveaworkingknowledgeofaSecondLanguage(L2),regardlessoftheir
languageaptitudeorothercharacteristics.Withoutsufficientmotivation,eventhebrightest
learnersareunlikelytopersistlongenoughtoattainanyreallyusefullanguage”(Dornyei
2001a,p.5).Therefore,studentsshouldmaintaintheirmotivationintheclassroomactivities
becausetheirenthusiasmimpactstheirlearningachievement.
FollowingtheworkofGardnerandLambert(1959),therehasbeenconcernover
motivationtheoryinL2learning.Dornyei(2001b)identifiedfiveareasofmotivationtheory:
socialmotivation,motivationfromaprocess-orientedperspective,theneurobiologicalbasis
ofmotivation,L2motivationandself-determinationtheory,andtaskmotivation.Inrelation
tothefundamentalsocialnatureofL2acquisition,thestudyofthelinguisticimpactof
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varioussocioculturalfactorshaslongbeentheconcernofmotivationtheoristsnamely(e.g
Clement&Noels,1992;Dornyei,2001a;Schumann,1978).Thediscussionofmotivation
enrichestheliteratureonmotivationalstrategiesthatcanbeimplementedintheclassroom
asitappliesintheexampleofruralIndonesiaeducation.
SocialandculturaldeterminantsofL2learningwerethefocusofSchumann(1978)
workinproposingacculturationtheory.GilesandByrne(1982)havesincefocusedonan
intergroupmodeloflanguagelearningwhileClementandNoels(1992)proposedasituated-
languageidentitytheoryoflearningmotivation.Further,Dornyei(2001b)alsocommenced
toconceptualisesocialmotivationsuchthatsocioculturalfactorsratherthanindividual
differencesinfluencemotivation.Inrelationtothefutureofappliedlinguisticstudies,
Dornyei(2001b)arguedthatinordertoaddressthemostacademicallychallenginglanguage
learning,“linguistsneedtobetteridentifyhowthesocialcontextscontiguoustolanguage
acquisitionaffectthelearningprocess”(p.45).
Anotherinvestigationinmotivationisthemotivationfromaprocess-oriented
perspective.AnumberofarticlescitedinDornyei(2001b)(e.g.Dörnyei&Ottó,1998;
Ushioda,1996;Williams&Burden,1997)appeartoshowprofoundelementsofmotivation
inthemotivationalprocessthathappenovertime.Inmorerecentstudies,Ushioda(2010,
2011)wasmorespecificallyconcernedwiththerelationshipbetweenmotivationand
autonomy.Earlierfromaneurobiologicalperspectiveofmotivation,Schumann(1978)
attemptedanovellineofinquiryinthesecondlanguagefield.Thekeyelementof
Schumann’stheorywasthatofstimulusappraisalwhichoccursinthebrainaspartofthe
individual’soverallvaluesystemthatarereliableintheaffectiveunderpinningofhuman
action.
Anotherinvestigationinmainstreammotivationalpsychologyhasbeentheself-
determinationtheoryproposedbyDeciandRyan(1985).Thistheoryincludedthewell-
knowndistinctionbetweenintrinsicandextrinsicmotivation.DeciandRyandistinguished
motivationbasedonthedifferentreasonsorgoalsthatgiverisetoanaction.“Intrinsic
motivationreferstodoingsomethingbecauseitisinherentlyinterestingorenjoyable,while
extrinsicmotivationreferstodoingsomethingbecauseitleadstoseparableoutcome”
(Ryan&Deci,2000,p.55).Intheclassroom,studentsshouldbeawarethattheyneedto
changethemotivationfromoutsideintoa“built-in”motivationmediatedbytheirteachers.
Andthus,theteacherscangraduallyfocusonbuildingstudents’internalorintrinsic
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motivationby,forinstance,makingthelearningofEnglishinclassroomsaneed.Fun
activitiescanassiststudentstobecomeinvolvedinlearning.Iflearningisanenjoyable
activity,thenthestudentsaremorelikelytobecomeinternallymotivated.
Thelastperspectiveistaskmotivation.AccordingtoDornyei(2001b,p.47)students’
taskbehaviourcontainsconsolidationofgeneralisedandcondition-specificmotivesin
accordancewithdefinitetaskcharacteristics.Furthermore,Dornyeiassertedthatfroma
pedagogicalpointofview,itisbeneficialtoidentifycomponentsoftaskmotivationbecause
itallowscurriculumdesignersandlanguageteacherstosystematicallyselectandmanage
tasksinamotivatingway,thusincreasinglearnerengagement.
ThefiveperspectivesofmotivationaltheorydescribedbyDornyeihaveportrayed
theareaofmotivationasasignificantareaofateacher’swork.Yetteachersneedmore
practicalguidelinesforengagingmotivationalstrategiesforlanguagelearninginthe
classroom.Toachievemaximumoutcomes,ateachershouldappearenthusiasticbecause
thatteacherbehaviourimpactsparticularlyonthemotivationofstudents,asit
characteriseseffectiveteachers(Bettencourtetal.(1983).
2)Strategiesformotivatingstudents
Ithasbeenwidelydiscussedbymotivationaltheoriststhatmotivationplaysavery
importantroleinsecondlanguagelearning(e.g.Deci&Ryan,1985;Dornyei,2001a,2001b;
Gardner&Lambert,1959;Renandya,2014;Ushioda,2010,2011).Thetermmotivational
strategiesrelatestohowteachersdemonstratetechniquesinpromotingandmaintaining
students’motivation.Motivationalstrategiespromoteindividual’slearningbehaviourand
sinceeveryindividuallearnsdifferently,therearediversewaysofpromotingmotivation
(Dornyei,2001a,2014).Renandya(2014)suggestedeffectivestrategiessuchashowthe
teachersmotivatestudents,howtheteachersusethestrategies,howthetextisused,how
thetasksaregiven,andhowtestsareadministeredbytheteachers.Thestrategiesare
importantformotivatingL2learnersbecausemotivatedlearnersaremoreenthusiastic,
goal-oriented,committed,persistentandconfidentinlearning.
LookingatthestudiesinmotivationalstrategiesbyDornyei,Renandya,and
Ushioda,motivationbyteachersisimportantforclassroompractice.ELTIS(2007)provided
anopportunityforteacherstocreateamorestudent-centredcurriculumbypromoting
moreenjoyableandauthenticlearningandthusengagestudents’motivation.The
29
motivationalstrategiesintroducedbyELTISwerelikelytofuelteacherswithmotivation.
ELTIS(2007)recommendedbuildinggoodrapport,givingpositivefeedback,givingrewards,
creatinganon-threateningatmosphere,andencouragingstudents’motivationbyvarying
classroomactivities.
3)Self-esteemandself-determinationtheory
DeciandRyan(2011)proposedaSelf-DeterminationTheory(SDT)as“an
empiricallyderivedtheoryofhumanmotivationandpersonalityinsocialcontextsthat
differentiatesmotivationintermsofbeingautonomousandcontrolled”(p.416).Previous
workbyRyanandDeci(2000)onSDTwiththetheoryofintrinsicandextrinsicmotivation
waswellknowninunderstandingthetwotypesofhumanbehaviouringeneral.Ontheone
hand,motivatedpeopleareactiveandinvolvedwhileontheotherhand,unmotivated
peoplearepassiveanddisaffectedinenactingtheirfunctioninasocialcontext.Inthe
followingaccount,theirstudyoffersanimportantlinkbetweenmotivationandsocial
context.
RyanandDeci’s(2000)studyspecificallyidentifiedfactorsthatenhanceandother
thatundermineintrinsicmotivation,self-regulation,andwell-being.Theirfindingsshowed
theimportanceofthreeinnatepsychologicalneedswhichincludecompetence,autonomy,
andrelatedness–whichwhenmetproduceimprovedself-motivationandmentalhealth
andwhendissatisfiedleadtoweakenedmotivationandwell-being.Similarly,inaprevious
theory,the‘cognitiveevaluationtheory’(CET),claimedasasub-theoryofSDT,Deciand
Ryan(1985)foundthatwhereconditionswereconducive,individuals’motivation
flourished.Whenrelatedtoexternalfactorssuchastheeffectofrewards,feedback,and
otherexternalfactors,RyanandDeci(2000)foundthatintrinsicmotivationcouldbe
enhancediftheexternalfactorscreatedanadvantageousenvironmentandwereconducive
towardafeelingofcompetence.Furthermore,theirstudyconfirmedthatpositive
performancefeedbackincreasedintrinsicmotivation,whereasnegativeperformance
feedbackdecreasedit.
Intheteachingandlearningprocess,ateacherischallengedtobuildstudents’self-
esteem,bybuildinggoodrapportandcreatinganon-threateningatmosphere.Theteacher
isalsoadvisedtogivepositivefeedbackbygivingpraiseandmeaningfulsuggestions,andby
neverdemotivatingstudents.Roberts(2012)haspointedoutthatself-esteem,the
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conditionofhowindividualsfeelaboutthemselvesishavingapositiveregardtoward
oneself.Itdevelopsfromexperiencesandsituationsthatshapethepersonalviewonehas
ofherselforhimself.Further,whensomeonelovesherselforhimself,theirself-esteem
improves,makingthemmoreconfident.Thatis,whenconfidenceisincreasing,potentially
one’sworklifeandotheraspectsoflifegowellalso.
DeCastella,Byrne,andCovington(2013)pointedouttheclassicdistinctioninthe
literaturebetweenmotivationandachievement,andtheorientationtowardfearoffailure
comparedwithsuccess.Referringtotheself-worththeory,DeCastellaetal.(2013)
suggestedthatmotivesforlearningwerenotbipolarbutinteractiveandthatthereare
manymotivationalvariableswhichconstructsuccessinlanguagelearning.Differentfrom
theDeciandRyanSDTtheory,theDeCastellaetal.(2013)studyproposedthat:
Fearoffailurehasminimalimpactonachievementoutcomeswhenitiscoupledwithastrongdesiretoexcelinclassandmasterthematerialpresented.But,whensuccessorientationdiminished,fearoffailuremayholdsevereconsequencesforacademicperformanceandisassociatedwithself-handicapping,truancy,pooreracademicachievement,andevenrejectionofschoolaltogether(p.16).
IntheIndonesiancontext,theproblemofunmotivatedstudentsmayappearas
theeffectofadistressingexperienceresultinginstudentsfailingtoacquireEnglish.Their
fearofmakingmistakesisthemostcommonreasongivenforfailureandtheargument
proposedforimprovinglanguageproficiencyamongEnglishlanguagelearnersinIndonesia
(Arifuddin,2014;Yulia,2013).Beingafraidofmakingmistakesorexperiencingfeelingsof
anxiety(Marwan,2007)occurwhenteachersinsistonstudentsspeakingandwriting
correctly.Inaddition,manystudentsavoidthosedifficultiesbyplayingtruantandnot
attendingEnglishclasses(McKenzieetal.,2014).Toreducetheabsenteeismofstudents
fromclassroomlessons,McKenzieet.alintheirpolicybriefsuggestedthatteacher
absenteeismshouldbeaslowaspossibletherebyreducingthelikelihoodofstudents
copyingtheirteachers’negativebehaviour.Theaforementionedstudies(e.g.Marwan,
2007;McKenzieetal.,2014)suggestedthatstudentsdeserveteachers’attentioninorderto
strengthenandimprovetheirmotivationtolearnandtoincreasethestudents’self-esteem
andself-confidence(Deci&Ryan,2011;Roberts,2012).
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2.2Socio-culturalConditions
Educationisfundamentallyaboutstudentsandteachersandtheteachingand
learningprocesses,mostoftenin-butnotlimitedto-theclassroom.Educationatanylevel
andinmanywaysisofteninfluencedbysocialconstruction.Islamiceducationisno
exception.SteffeandGale(1995)arguedthatthesocialconstructisabout“social
relationships,beingcentrallyconcernedwithnegotiation,cooperation,conflict,rhetoric,
ritual,roles,socialscenarios,andthelike”(p.51).
Lookingatthecomplexitiesofsocialrelations,asocio-culturalperspectiveon
languagepedagogyneedssomeelaboration.Withthisinmind,thisresearchpositsthree
aspectsofculturalconditionsinlanguagelearning,languageuseinruralmadrasahs,
economicandeducationalbackgroundoftheteachersandthestudents,andthecultural
valuesandbeliefsofthesociety.ThisaccountisinaccordancewithLantolfandThorne
(2007)whoarguedthattheeffortofacquiringsecondlanguagerequiresprocessesthat
mightinvolveparticipationinthecultureofthesociety,includinglinguisticandhistorical
relationsinnaturalsettingssuchasinfamilylife,interactionsamongsocietymembers,and
ininstitutionalcontextslikeschooling,aswellasthesocialorganisationofactivitiesinthe
communityandintheworkplace.Anydiscussionofsocio-culturalconditionsconcerns
communityparticipationwhichmayincludenaturalsettingssuchasthelocationofthe
schools,thesocialandeconomicbackgroundofteachersandlearners,thelearners’needs
andthefacilitiesthattheschoolsprovide.Thediscussioncanbeextendedfurtherto
encompasstheteachingresourcesthatareavailable,thelanguageusedforcommunication
inandoutofschool,theethnicgroupsoftheteachersandthestudents,andthecultural
andreligiousvaluesfollowedbysociety.
2.2.1LinguisticandsocioculturalsystemofruralIndonesia
Understandingthesocioculturalconditionsspecificallyofruralareasneedsto
recognisethepositionofIndonesia,itslanguageandculturalandsociallives.Indonesiaisa
multiculturalandmultilingualcountry(Hamied,2012).ItstretchesfromAcehinthewestto
WestPapuaintheeastwhereitadjoinsPapuaNewGuinea,withMalaysiaandPhilippinesin
thenorthandAustraliathroughherseainthesouth.Indonesiacomprises17,350islands,
makingitthebiggestarchipelagointheworld.Indonesiaishometoaround500ethnic
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groupswhospeakmorethan700locallanguages,withBahasaIndonesiabeingtheunifying
Nationallanguage(Musthafa,2001;Sadtono,1997).Therearetwolocallinguisticsystems
withinthisstudy,MadureseandJavanese.MadureseisspokenbypeopleinMaduraIsland,
whileJavaneseisspokeninCentralandEasternJava.Interestingly,peopleintheareasof
thisstudymostlyspeakMadureseeventhoughtheyareonJavaIsland,especiallythosewho
liveinthenortherncoastalareaofEastJava.DifferentfromJavaneseandBahasaIndonesia,
thelinguisticconstructionofMadureseisunique,assentencesareprimarilyconstructedin
theformofpassivevoice.Forexample,“Balroahetandukbikengko”whichmeans“The
balliskickedbyme.”InJavanesetheconstructionislikeBahasaorEnglishwhichis“Aku
nyadukbalkui”whichmeans“Ikicktheball”.TotheJavanesepeople,theMadurese
linguisticsystemsoundsfunny.Itislikelymoreacceptabletosay“Ikicktheball”ratherthan
“Theballiskickedbyme,”regardlessofthecontextoftheutterance.Giventhelinguistic
situationdoesnotmeanthatthepeopleofJavaandMaduraareinconflictaboutthe
languagesystem.Thissituationenrichesthenation’sunderstandingofmultilingualismand
multiculturalism.Hamied(2012)arguedthatavarietyoflanguagebehaviourscouldbecome
aunifyinginstrumentofthenation.ThefunctionofIndonesianlanguageisapproximately
thesameasEnglishasalinguafranca(Kirkpatrick,2011).Infact,linguisticandcultural
diversitieshavehelpedIndonesianpeoplerespecteachother,andIndonesianasthe
nationallanguagehashelpedintomaintainandstrengthenthenationalunitybyendorsing
thenationalmotto-unityindiversity(Alwasilah,2001).
Thesocio-culturalsystemisreflectedintheprincipleofamutualassistancecalled
‘gotong-royong’orcommunityparticipation(theIndonesiantermforhelpingeachother),
whichisrootedinruralJavaneseculture.Gotong-royongreferstotheprincipleofmutual
helpamongneighboursinacommunity(ADRC,2011).Gotong-royongmightinclude
economicempowerment(koperasi),environmentqualityimprovementandmanagement
(kerjabakti),communitygovernance(RukunTetangga/RukunWarga/DasaWisma/Karang
Taruna),publichealth(Posyandu),andcommunitysecuritysystem(Siskamling),orother
formsofmutualcollaboration.Thecurrentsituationisslightlydifferentintermsofpeople’s
involvementinthecommunitywhichhaschangedundertheinfluenceoftheindividualistic
lifestylebroughtaboutbycitylifethepeoplehaveabsorbedfromtelevision(ADRC,2011).
Butingeneral,thevaluesof“gotong-royong”andtheaforementionedruralpeople
characteristicsremain.
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2.2.2Pedagogicpracticeinsocio-culturalcontext
Larson(2014)identifieddrawbacksineducationintheIndonesiancontextasbeinga
lackoffunding,alackofqualifiedteachers,alackofresourcessuchaslibraryandmaterials
andlesssupportfromgovernmentinprovidingfacilitiesforlearning.Specifically,English
teachinghasfollowedthenationalcurriculuminwhichEnglishwastreatedasanyofthe
othercompulsorysubjectsnamelyMathematics,BahasaIndonesia,andSciences,including
BiologyandPhysics.
DespitetheunfortunateeducationalconditionsintheIndonesiansocio-cultural
contextidentifiedbyLarson(2014),astudybyRohmahandBentley(2007)confirmedthat
therewasminimumsupportfromthemainstreamsocietyindevelopingchildren’s
education.Thestudyindicatedthatsocietyisunderfundedtoprovidelearningfacilitiesand
qualifiedteachers.Giventheculturalandsocialconditions,mostschoolshavebeen
challengedtoprovidechildrenwithbettereducationfacilitiesandcapableteachers.
Similarly,Wentzel(1991)suggestedthatthereareimportantvaluesofsocial
responsibilityforparentsandteachers“tofacilitatelearningandperformanceoutcomesby
promotingpositiveinteractionwithteachersandpeers,andfromamotivational
perspective,byprovidingstudentwithadditionalincentivetoachieve”(p.1).Additionally,
thesocialandculturalconditionsinschoolsshouldbesupportedbyallmembersofsociety,
suchassuggestedbyLantolfandThorne(2007),byincludingfamilyandsocietal
organisations.Ifso,improvementsinpedagogicpracticeinthesocio-culturalcontextmay
beachievable.
2.3EducationalInnovation
Theterm‘educationalinnovation’isasociallyandculturallycomplexconstruct.
Innovationinvolvesmulti-levelactorsandstakeholderswithdifferentvestedinterestsand
ideas.Therefore,thissectionoftheliteraturereviewislimitedtoinnovationsthatworkin
educationforimprovingthequalityofteachingandlearning.Inthefieldoflanguage
teaching,innovationhasfocussedondevelopingteachers’capabilitiesinlanguageteaching.
Richards(2006)explainedthatthefieldoflanguageteachingisconcernedwiththe
developmentoflanguageprogrammesandcourses,teachingmethodology,materials
34
development,secondlanguageacquisitiontheory,testing,teachertrainingandrelated
areas.
RichardsandRodgers(2001)arguedthatconcernsofeducationalinnovation
reflected“therecognitionofchangesinthekindofproficiencylearnersneed,suchasa
movetowardoralproficiencyratherthanreadingcomprehension”(p.1).Incontrast,Brown
(2002)pointedoutthatinnovationinpedagogy“comesfromtheapproachlevel,butthe
feedbackthatteachersgatherfromactualimplementationthenreshapesandmodifiestheir
overallunderstandingofwhatlearningandteachingare”(p.11).Assuch,educational
innovationisanendeavourtocreatenotonlynewmethodologywhichmeetslearners’
needs,butalsoappropriatepedagogyforbetterpractices.Fundamentaltothiseffortisto
equipteacherswithappropriateknowledgeofteachingandskillsinlanguagepedagogy.In
addition,providingteacherswithsufficientcontentknowledgeplaysamajorrolein
teachers’changeofbehaviours.
2.3.1Professionalteachertraining
Thewordprofessionalreferstosomeonewhoseworkinvolvesperformanceina
certainsituationwithacertaindegreeofexpertise(Ur,2002)suchasteachers,doctors,
lawyers,andthelike.ApartfromtheterminologyusedbyUr,professionalteachertraining
particularlyinthemadrasahsub-sectorofeducationwasdesignedtoimproveteachers’
pedagogicalcompetencewhichincludesknowledgeandskillsinteaching(ELTIS,2007).Thisis
inlinewithShulman(1987)whoarguedthatthebasicelementsofteacherknowledgewere
twofold;generalpedagogicalknowledgewhichincludedprinciplesandstrategiesof
classroommanagementandcurriculum,andpedagogicalcontentknowledgewhich
incorporatestheknowledgethatintegratesthecontentknowledgeofspecificsubjectandthe
pedagogicalknowledgeforteachingthatparticularsubject.Thus,providingteacherswith
pedagogicalknowledgeandpedagogicalcontentknowledgeareimportantendeavoursinthe
Indonesianteachingcontext.
IntheIndonesianeducationsector,professionalteachertrainingaimstoequipalumni
topossessahighqualityofeducation.TheWorldBank(2014)reportedresearchfindingson
“TeacherReforminIndonesia”focusingonteacherknowledge,skills,andmotivationswhich
influenceslearneroutcomes.Thekeyreformthatthestudyrevealedwasthatallteachers
wererequiredtopossessabachelordegreeandtobecertifiedortoholdateaching
35
certificate.Thestudyrecommendedatleastthefollowingconditions:(i)morefocusonpolicy
thatwouldleadtoamaximumselectionofteachers,particularlyteacherstoserveatleast
partoftheircareerinremoteorruralareas,(ii)helptodistrictauthoritiestoensureschools
offermentoringforjuniorteacherstoarequiredstandardofcompetenciesandthattheybe
supervisedbyschoolprincipals,(iii)monitoracademicrecordandclassroomperformance
beforeteachercertificationproceeds,and(iv)requireteacherstofollowre-certification
programsbyattending,forexample,in-servicetrainingshouldtheynotmeetyetthecalled-
forcertificationstandard.Therefore,thein-serviceteachertrainingwastobenefitteacher
professionaldevelopment.
2.3.2Engagingcommunicativelanguageteaching
ThecentraltheoreticalconceptinCommunicativeLanguageTeaching(CLT)is
“communicativecompetence”,atermintroducedintodiscussionoflanguageuseand
secondorforeignlanguagelearningintheearly1970s(Hymes,1972)andreiteratedsince
then(bye.g.Canale&Swain,1980;Harmer,1982;Larsen-Freeman,2008;Savignon,2007).
Thewordcompetenceisdefinedintermsoftheexpression,interpretation,andnegotiation
ofmeaningandlooksatbothpsycholinguisticandsocio-culturalperspectivesinSecond
LanguageAcquisition(SLA)researchtoaccountforitsdevelopment(Krashen,1982;
Savignon,2007;Schumann,1978).CLTasviewedbyLarsen-Freeman(2008)aimsmainlyto
makecommunicativecompetencethemaingoaloflanguageteachingbyadmittingthe
interdependenceoflanguageandcommunication.
Intheendeavourtoconveythemeaningofcommunicativelanguageteachinginpre-
serviceandin-serviceteachertrainingofEnglishassecondorforeignlanguageinanumber
ofcontexts,itisimportanttoconsiderthecommunicativecurriculumtobringthematic
activitiesorexperiencestolanguageuseandnotusage.Brown(2007)statedthat:
Ifcommunicativecompetenceisthegoalofalanguageclassroom,instructionneedstopointtowardallofitscomponents:organisational,pragmatic,strategic,andpsychomotor.Therefore,communicativegoalsarebestachievedbygivingattentiontolanguageuseandnotjustusage,tofluencyandnotjustaccuracy,toauthenticlanguageandcontexts,andtostudents’needsforrealcommunication(p.13).
36
ThemethodologyofEnglishlanguageteachinghasbeendevelopedmainlyinEnglish
speakingcountries.However,adoptingEnglishasaSecondLanguage(ESL)approachmay
notalwaysfittheneedsoftherestoftheworld.Togiveanexample,itiscommonin
Indonesianschoolsnation-widethatcommunicationismadeinthelocallanguagesuchas
Madurese,Javanese,Balineseorotherlocallanguages.Thenationallanguage(Bahasa
Indonesia)isstillutilisedonlyinclassroomsandformalmeetings.TeachingEnglishas
ForeignLanguage(EFL)hasbeenmuchmoredifficultinthesituationwheremanylanguages
areinvolved.MeanwhilemuchoftheCLTliteraturehasbeenproducedinthewesternworld
andisbiasedinanumberofways.Forexample,Byram(1997)arguedthatELTmarkets
textbookstypicallyinmodelsituationsusingCLTpracticesthatareoftenWesterninoutlook
appropriateforESLcontexts.Andthus,itsetsaproblemforthecommunicationbaseof
authenticitythatmakedemandsonthelevelsoflearnercompetenceandautonomynot
alwaysequallycomprehensibletolearnersinallcontextswhereEnglishisaforeign
language,notregularlyusedoutsidethelearningenvironment.
Byengagingcommunicativelanguageteachingprinciples,ELTISseemedtobe
movingbacktoanoldmethodandwithaninherentriskofcriticism.Infact,Communicative
EnglishLanguageTeacherTraining(CELTT)engagedbyELTISwasdesignedbothtoconfirm
andreflectoncurrentknowledgeandskills,andalsotointroducenewideasand
techniques.TheCELTTemphasisedtheimportanceandvalueoflessonplanning,notusually
emphasisedinCLTandthroughtheprocessofplan-teach-reflect,CELTTencouraged
teacherstoevaluatetheirownteachingstylesandtheeffectoftheteaching-learning
processontheirlearners(ELTIS,2007).CELLTalsoprovidedsamplesofteachertalkin
scaffoldingstudentlearningofEnglishasshownbyWalsh(2006).Thispracticewasdifferent
fromregularCLTtrainingandwasdesignedtohelpEFLteachingofstudentsinruralareasof
Indonesia.Inasimilarway,ShamsipourandAllami(2012)providedeffectiveCLTbyusing
teachers’talktoscaffoldstudents’learningofEnglishintheIraniancontext.Eventhough
CLTwasembeddedinchildren’slearning,itwasnotnecessaryforCLTtobeappliedindaily
communicationoutsidetheclassroombutthechallengeremainstolearnanotherlanguage
inruralandremoteareas.
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2.3.3Cascademodelofin-servicetraining
Theterm“in-serviceteachertraining”(InSET)referstotrainingthattakesplace
whileteachersareemployedatschoolor‘in-service.’In-serviceteachertrainingaroundthe
worlddealswithattemptstodevelopteachers’expertisethroughprofessional
development.Professionaldevelopmentforteachersrequiresaholisticviewincluding
selectinganeffectiveandefficientmodeloftrainingthatsuitstheteachers’needs.In
developingcountrieswhereteachersaredispersedinruralandremoteareas,acascade
modelofin-serviceteachertraining(e.g.Bax,2002;Hayes,2000;Weddel,2005)hasbeen
usedasameansofimplementingtrainingtoimproveteachers’competence.Thecascade
modelispreferredtoreducecostsandmaximisebenefitsonalarge-scaletraining.Bax
(2002)suggestedthatfromtheexperienceofSouthAfrican,non-nativeEnglishspeaking
teachersbeingtrainedinEnglandandreturningtoteachinSouthAfricawherethesocial
andculturaldimensionsshouldnotbeignored,acascadeteachertrainingmodelwas
expectedtobesuccessfulsinceeffectivetrainingbenefittedfromunderstanding
contextualisedsocialandculturalfactors.
Itisgenerallyassumedthatinusingthecascademodeloftraining,the
effectivenesslowersbythetimethetrainingcascadesdowntoclassroompractices(Gilpin
(1997),sincetheimpactisdiluted.Bax(2002,p.165)carriedoutpersonalcommunication
withhisresearchparticipantswhichreflectedtheworries:“Itisasifateverylevelofthe
cascadethereisasieveandonlyacertainamountofwhathasbeensaidsiftsthroughso
thatbythetimeitreachesgroundlevel,theclassroomteacher,thereisonlyafractionof
theoriginaltraining.”
Incontrast,Hayes(2000)examinedanationwideprojectinSriLankawhichused
contextsensitive,collaborative,andreflexiveteaching.Itinvolvedteachersinmanaging
theirownprofessionalgrowth,whileatthesametimetakingaccountforframeworks
agreedtoatthenationallevel.Inthatwaythecascademodeloftrainingpromotedgenuine
developmentratherthanasurfacecomplianceabouthowtopromoteprofessional
development.
AstudybyWeddel(2005)conductedinChinawith511teacherscompletinga
cascadetrainingmodelwhichintroducednewproceduresforteachingEnglishforyoung
learners.Itfoundthatthecascademodelwasconsideredtobecosteffectiveforalarge
38
numberofparticipants,suggestingthatprovisionoftrainingalonedidnotguaranteethat
theaimsofcascadetrainingwouldbeimplementedintheclassrooms.Ifacascadetraining
projectwasengagedtoachievethemaximumgoals,parallelplanningtoincludecontent
andcontextshouldbecarriedoutinordertoavoidpotentialconflictwhenthenew
strategiesandproceduresinteachingwerebeingintroduced.IntheWeddel’sstudy,
changesinpedagogicpracticewereseeninatleasttwoissues;first,teachersadmittedthat
theywereabletomanagelargeclasses,andsecond,teacherswereabletointroduce
activitiesdespitetheshortageoftime.
Insummary,itisimportanttonotethatthecascadedesignisanappropriatemodel
tobeenactedinthecontextwhere“one-push”trainingforprofessionaldevelopmentisnot
possible.IntheIndonesianeducationalcontext,inparticular,acascademodelfittedthe
needforteacherstoimprovetheirprofessionalism.Additionally,themassivenumberof
potentialtraineesthroughoutruralandremoteIndonesiaandlimitednumberofmaster
trainersandELTspecialistsdemandedalayeredtrainingmodel.Thus,acascademodel
engagedbyELTISfittedtheneedsinsuchsocio-culturalcondition.
2.3.4Instructionalmaterial
Historically,madrasahwasconsideredtobeareligiousteachinginstitutionthat
providedstudentswithabasiceducation,especiallyIslamicteachings,butunderthe
NationalEducationalLaw(UUSPN,No.2/1989)madrasahbecameageneralschoolwith
Islamicsubjectsaddedtothecurriculum(Qosim,2007).Thegovernmentpolicychangeof
madrasaheducationhascausedachangetothecurriculum,theroleandfunctionof
madrasahinthesystemofnationaleducationandprovidedanewcurriculumforschools.As
aresultitisperhapsappropriatetosuggestthattheIndonesiangovernmentshouldhave
includedoraddedIslamicintentthatwouldeducatemadrasahstudentsbyinsertingIslamic
contentintotheEnglishmaterialsandresourcepacksinanefforttocontextualiseELTand
makeitmoreadaptabletothelocalculture(seealso:Brown,2007;Kirkpatrick,2007;
Rohmah,2015;Tomlinson,2005).Brown(2007)recognisedtheimportanceof
understandingcultureinlearningalanguage.AccordingtoBrown,wheneverteachersteach
alanguage,theymustrealisethattheyalsoteachacomplexsystemofculturalcustoms,
valuesandwaysofthinking,feelingandactingandtheyshouldbereadyforculturalshock
thatmayhappenintheclassroom.Similarly,McKay(2003)arguedthatcultureplaysa
39
significantroleinlanguagepedagogyintwoways.“First,culturalknowledgeoftenprovides
thebasisforthecontentandtopicsthatareusedinlanguagematerialsandclassroom
discussions.Secondly,pragmaticstandardsarefrequentlybasedonaparticularcultural
model”(p.10).
AccordingtoRichards(2006)theeffectiveinstructionalmaterialsinlanguage
teachingaretransformedbytakingintoaccountseveralfactorsincludingteacher,learner,
andcontextualaspects.Hefurtherelaboratedthattheteacherfactorscomprisedteachers’
capabilityandproficiency,trainingsandexperiences,culturalbackground,andpreferable
teachingstrategies.Thelearnerfactorsencompasspreferredlearningstyle,thestudents’
needforlanguagelearning,students’interest,andlearningmotivation.Contextualfactors
includedtheclassroomcondition,schoolcultureandsocioculturalcondition,classsizes,and
theavailabilityofmaterialsandotherteachingresourcessuchasbook,booklet,realia,and
studentworksheet.
Furthermore,Kirkpatrick(2011)arguedtheimportanceofprovidingopportunityfor
thepeoplewhostudyEnglishlanguageintheregionstostudythecultureoftheregion.This
argumentsupportstheinclusionoflocalcultureintoEnglishinstructionalmaterial.He
believedthatbyengaginglocalculturechildrenwillbeawareoftheiridentityandwillalso
buildastrongfoundationintwolanguages(theirnationallanguageandEnglishlanguage).In
theASEANcontext,asitisgenerallyacknowledgedthatthissiteissomulti-lingual,heoffers
amultilingualmodelofELT.Heensuredthat“underamultilingualmodel,native-like
competenceisnolongeradesiredgoal”(p.222).Underthismodel,headvisedthatalearner
ofEnglishdoesnotneedtosoundlikeanativespeakerwhencommunicatinginEnglish.It
wouldsoundnaturalifshe/heperformedasamultilingualspeaker.Thisgivesperfect
opportunityforlearnersoranadulttolearnEnglishcompetently.Consequently,learning
Englishcanbedoneorstartedatsecondaryschool.
Apartfromthat,Richards(2006)hadalreadyidentifiedtwokeyfactorsinthe
provisionofqualityinstructionalmaterials.Firstwasthetheoryoflanguageandlanguage
use,andthesecondwasatheoryoflanguagelearning,twofactorsthatareconsidered
crucialinlinkingtheoryandpractice.Withthisinmind,instructionalmaterialprovidedin
theteachingandlearningprocessshouldaccommodatetheprincipleofadaptability,inthe
sensethatthematerials(resourcepacks,books,guides,texts,andanyothermaterials)used
forteachingandlearningshouldbeculturallyadaptable.
40
AstudybyRohmah(2010)identifiedthatinstructionalmaterialsplayacrucialrolein
anyELTprogramme.HerresearchsuggestedthatthequalityofELTmaterialsinWestNusa
TenggaraIndonesianeededimprovementgiventhatthereweremajorweaknessesintheuse
ofcheaplyprintedstudentworksheetscalledLembarKerjaSiswa(LKS).Materialsusedshould
beinlinewithstudents’needsinlanguagelearningbycontextualisingthelearningofEnglish
withlocalcontentandapplications.Sofar,thedevelopmentofELTinEnglishspeaking
countrieshasreliedondevelopingqualityresourcematerialsthatwereauthentic(Brown,
2007;Richards,2007;Sprattetal.,2005).Itisachallengeforteachersinmadrasahtoadjust
materialsinordertomeetthelearners’needsaswritingmaterialswasoftenbeyondthe
teachers’abilityandexpectationsbutrathermorebeyondtheirexpectationsaslanguage
teachersthantheircapabilitytodevelopcontextualisedresources.Teachers’lackofabilityin
designingorprovidinggoodinstructionalmaterialsmighthaveimpactedstudents’learning
attainment(seealsoRichards,2006;Tomlinson,2005).
The Islamic resource packs provided by ELTIS were well received by teachers as
supplementarymaterials(Rohmah,2010).Anyfurtherimplementationdependedonschool
policy.PriortousingELTISpacks,schoolprincipalshadbenefittedfinanciallyfromassigning
teachersandstudentstousethe worksheetsasthepublishersprovidedschoolprincipals
with "promotional" money and other gifts when teachers purchased their published
student worksheets (Rohmah, 2015). By using Islamic resource packs, the schoolmasters
wereno longer tempted to thinkabout theirown"business" interests. Students’ learning
attainmentbecameapriority.However,itisafactthatsomeschoolscontinuedtousethe
inferiorstudentworksheets.
2.4TheSustainabilityofTeacherProfessionalDevelopment
2.4.1Thelongtermimpact
Thesustainableimpactofprofessionaldevelopmentaffectsthechancesthatthe
benefitswillendure.Sustainabilityisafunctionoflocalownership,resources,andteacher
capability.Sustainabilityisunderstoodastheabilityorcapabilityofsomethingtobe
maintainedortosustainitself.Sustainabilityisrelatedtowhatweneedforlivingwithout
threateningthepeoplebutprovidingapotentialforsatisfyingtheirneedsinthefuture(Land
LearnNSW,2015).ThisdefinitionisalignedwithUNESCOindefiningsustainabledevelopment
inwhichitrelatestotheprocessofchangeandisheavilyreliantuponlocalcontexts,needs,
41
andinterests(Blewitt,2008;Wals,2014).Therefore,sustainabledevelopmentisan‘emerging
concept’intwoways,firstlybecauseitisrelativelynewandevolvesaswelearntograspits
wideimplicationsforallaspectsofourlives,and,secondlybecauseitsmeaningemergesand
evolvesaccordingtolocalcontext(Wals,2014).
SustainabilityofaprogramintheEnglishlanguagelearningcontextinrural
Indonesiaisthe“continuationofbenefitsaftermajorassistancefromadonorhasbeen
completed”(ELTIS,2009,p.4).ThesustainabilityoftheELTIStraining,therefore,doesnot
necessarilymeanthatallactivitiesandinputsfundedbythedonorshouldbesustainedover
time.Thesustainabilityofaprogramshouldbereviewedintermsofgooddevelopment
practicesandstrategiesimplementedbyteachersaftertheircompletionoftheELUand
CELTTtraining.ELTIS(2009)reportedthat:
ThereisahighdegreeoflocalownershipandwillingnesstocarryonthepracticeswithinthethreeEnglishlanguageteachingcentres,includingUINSAinSurabaya,IAINMataraminWNT,andSTAINWatamponeinSouthSulawesi.Yetin2009explicitcommitmenthadnotbeenmadebytheinstitutionstocontinuethein-servicetraining.Bytheendof2010ELTISarrangedtreatiseswithRectors,MoRAandlocalgovernmentstoattempttogetthecommitmenttosustainELTISpractice(p.14).”
ThisreviewtookintoaccountsomeaspectsofsustainabilityoftheELTIStraining
programwhichcontributedtobeneficialimpactonqualityofpedagogy.Asthistraining
finishedin2010,thefocusofthisstudyreflectedtheenduranceofgoodpracticeinexisting
locationsundertheELTISprograminthreeselecteddistrictsonly.Reasonsaregiveninthe
methodologychapterfortheselectionoflocations.Continuousqualityimprovementdone
bytheEnglishteachersisbestsupportedbyministryatthelocallevel.Disseminationof
goodpracticewasimplementedbythosewhowereinvolvedinteachersupportgroupssuch
asdistricttrainersandseniorteachers.Thelongtermimpactshowedtheneedforongoing
professionallearningwhichinvolvesmanystakeholders.
2.4.2Contributingfactorstoasustainablelanguagepedagogy
Thecontributingfactorstothesustainabilityofalanguagetrainingprogrammay
varyfromdistricttodistrictandcasetocase.Therearecontributingandinhibitingfactorsin
sustainingthequalityofpedagogicpractice.Asaminimum,thefollowingfactorspromoting
practicalsustainability,basedonAusGuidelinein2005include:policies,trainingand
42
awareness,managementandorganisation,ownershipandparticipation,financialresources,
technology,social-gender-cultural,andexternalfactors(ELTIS,2009).Fromthedocument
review,itbecameevidentthatchangesarelikelytobeinfluencedmorebyexternalsupport
thanbyself-sustainingmeasures.Externalinthiscontextrelatestothesupportfrom
outsidethetargetparticipants,inthiscaseMinistryofReligiousAffairs(MoRA),local
government(Pemkab),relatednon-governmentorganisationsuchasNU,Muhammadiyah,
andthelike,butnotstudents’parentsnormadrasahfoundation.
ThestudybyWarburton(2003),onDeepLearningandEducationforSustainability,
showedthatthecontributingfactorstodeeplearningforasustainableeducationalprogram
wereinfluencedbythekeystrategyinwhichstudentsextractmeaningandunderstanding
fromcoursematerialsandexperiences.Itistheinterrelationshipamongstudents,school,
society,environmental,economicissues,andinterdisciplinarythinking,thatdeeplearning
becomesrelevanttothecontextofasustainableeducationalprogram.Bywayofcontrast,
Hendayana(2007)researchedthedevelopmentoftheInSETmodelforimprovingteacher
professionalisminIndonesiarevealingthatteachersupportgroups,thesocalled
MusyawarahGuruMataPelajaran(MGMP)playedapivotalroleincontributingtoa
sustainedprofessionalismandinnovation.Itisthereforeimportanttostrengthenteacher
supportgroupsthatmayimprovethebenefittotheteacherprofessionaldevelopment.
2.4.3Inhibitingfactorsofasustainableprogram
Theinhibitingfactorsforsustainabilityofaprogramusuallyverymuchdependon
thepeopleinvolvedintheprogram.Santiago-Brown,Metcalfe,Jerram,andCollins(2015)
pointedoutintheirstudyofasustainabilityassessmenttrainingprogramthattherewere
twofactorsrelateddirectlytothesustainabilityofaprogram.Thefirstfactorwasthe
programmanager.Iftheappointedpersonlacksappropriatebackgroundandexperience,
theprogramwillnotsucceed.Thesecondfactorwastheprogrampeers.Ifthepeople
involvedintheprojectdonotdisplaypersonalabilitybuttheyarewillingtoperceiveand
adoptgoodexamplesfromothermembersorparticipants,theirprogramwillbesustained.
Inotherwords,thesustainabilityofaprogramcouldorcouldnotsucceeddependentonthe
goodwillandcapacityoftheparticipants.Andthus,theinhibitingandenablingfactorsare
impactedbythepeopleinvolvedintheproject.
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Apartfrompeopleinvolvedintheproject,otherinhibitingfactorsforanenduring
programrelatetothecontextwheretheprogramisbeingimplemented.Thisincludes
social,economic,andpoliticalcircumstances.Fullan(2007)pointedoutthatfactors
affectingthesuccessofcontinuouslearningdependontheperspectiveofteachersin
understandingorganisationalandinstitutionalfactorsthatbuildmeaningontoeducational
change.AccordingtoFullan,learningincontext,lateralcapacitybuilding,andsocialsystems
havealsobeendeterminingfactorsforthesustainabilityofaneducationalinnovationand
change.Thus,ifthelongtermimpactofaprogramcanbedeterminedbyasocialsystemor
thecontextoftheprogram,thesocialsystemandcontextcanalsoinhibittheenduranceof
aprogram’simpact.
2.5TheorisingthroughNarrative
Oneofthetraditionsinqualitativestudyisnarrativeresearch(Creswell,2006).The
endeavourtoresearchexperiencehasbeenthefocusofnarrativeinvestigation(Clandinin&
Connelly,2000),anapproachthatinvestigatesthewayastoryistoldbyconsideringthe
viewpointoftheparticipants(Webster&Mertova,2007).Byusinganarrativeapproachthis
studyisleadingintheorybuildinginthesocialsciences.Asarelativelynewareaof
research(Chase,2005)story-tellingisbeingusedtocaptureteachers’viewsand
experiencesintheirlanguageofchoicewhendiscussingthelong-termimpactfromtheir
experienceofELTIS.Thereisphilosophicalrationaleforemployinganarrativeapproach.
Thestudyattemptstoexploretherangeofopinionsandargumentsinvolvedandanarrative
approachallowsthemultiplelensestobeaccessedontheexperiencesoftheparticipants.
Thisapproachallowsadeepunderstandingofteachers’andteachertrainers’educative
effortstoimprovetheirpracticesthroughtheirownlived-experiences(Clandinin,Pushor,&
MurrayOrr,2007)followingprofessionallanguagetraining.Thustheirstoriesrepresenta
journeyofwhattheyknowandhowtheyknow(Johnson&Golombek,2002).Basedon
Dewey’s(1916)educationalphilosophy,everyoneofusisaknowerwhoreflectsuponsuch
knowledgethroughexperiences.Narrativeapproacheshaveplayedapivotalrolein
researchingeducationalpracticesthroughteachers’livedexperiencessincethen(Clandinin
&Connelly,2000;Johnson&Golombek,2002).Thus,theemphasisofnarrativeresearchhas
beenbasedontheparticipantlived-experiencesininteractionwiththeresearcher.It
44
representstheparticipants’pointsofviewthroughanarrationbasedontheresearcher’s
deepunderstandingoftheparticipants’experiences.
Storiesbyteacherscouldappropriatelydeepenteachers’reflectionsontheir
practices.Teachershavedivergentstoriesabouttheirclassroomteachingsandtheirstories
ofpersonalandprofessionaldevelopment.Thus,thenarrativeapproachislikefollowingthe
teachers’wayofthinking,theirreflection,theirdesires,needs,andfeelings.Their
enthusiasminteachingandhindrancesthattheyfaceduringtheircareerarebesttobe
recordedanddescribedwellinordertolistentheirvoicesaccurately.Additionally,Johnson
andGolombek(2002)pointedoutthatbyusingnarrativesofteachers’lived-experiences
thisapproach“canprovidetransformativequalityinteachers’personalandprofessional
livesandinteachereducationitself”(p.10).
Insummary,adoptinganarrativeapproachinthesocialscienceprovides
trustworthinessofdatacollectedforanalysis.Participantsexpresstheirexperiencesand
theresearchercapturestheirunderstandingverbatim.Whereasrelianceona
researcher’srecallofviewsandexperiencesfromwrittennotesataninterviewmayact
asafiltertotherealityandaccuracyandrichnessofthedatagainedfromanarrative
approach,anapproachthatinvitestheparticipantstotelltheirstories.Theapproach
alsoallowsfordatatobecollectedintheparticipants’homelanguage,themeansby
whichstoriesaretoldwhichrepresentanaccuraterecordofvaluesandknowledge.
2.6TheoreticalFramework
Thissectiondetailstheconceptualframeworkunderpinningthetheoriesand
conceptsofpedagogicalknowledgeandthepracticeofELTISprogramimplementation.The
classroompedagogicpracticesinthisstudyweredevelopedundertheoreticalandpractical
displays.Theoretically,theclassroompedagogicpracticeswereconstructeduponthetheory
ofcommunicativelanguageteachingandmotivationaltheory.Inpractice,theclassroom
pedagogieswerebasedonthemadrasahsysteminthesocio-culturalcircumstancewhere
ruraldrawbacksinfluencedpractice;thisconditioninitiatedELTIStoemployathreelayer
cascadetrainingmodel.
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Basedontheaccountabove,teachersinthedisadvantagedmadrasahshave
recognisedtheirroleasmotivatorsinlanguagelearning.Teachersinthoseareaswere
actuallynot“emptybottles”tobefilledbyELTISwiththeoreticalknowledgeand
pedagogicalskills.Theycametothetrainingwithdivergentbackgroundknowledge.
However,theinnovationoflanguageteachingbroughtaboutbyELTISgavenewwindof
changeandthistransformationinlanguagepedagogyhasbeenwelcomedbyteacherswho
hadbeensoenthusiasticabouttheELTISinnovation.TheEnglishclassroompedagogic
practicesinthoseareashavebeencolouredbyteachers’newknowledgeandskills
developedthroughtheprogram.
Asthisresearchtookplaceinacertainsocietywithparticularsociocultural
conditions,thestudyisviewedfromasocioculturaltheoreticalperspective.Vygotsky’s
(1978)theoryofsocioculturalwastakenintoaccountinordertodepicttheteachers’
professionaldevelopmentbroughtaboutbyELTIStraining.Inclarifyingtheepistemological
underpinningsofthisperspective,followingVygotskiantheory,humancognition
commencesinandarisesoutofparticipationinsocialactivities.Fromthisperspective,
“humancognitionisunderstoodasoriginatinginandfundamentallyshapedbyengagement
insocialactivitiesand,therefore,itfollowsthatwhatistaught,isessentiallyformedbyhow
itistaught.Similarly,whatislearned,isfundamentallyshapedbyhowitislearned,andvice
versa”(Johnson&Golombek,2011,p.3).Consequently,cognitioncannotbeomittedfrom
activityasitrecognisesandisformedbytheactivity.Fromthisviewpoint,knowledgeof
teachingmustbeunderstoodholistically,andboththeteachingandlearningprocessesare
interdependent.BasedonVygotskysocialtheoryofhumancognition,Johnsonand
Golombek(2011,p.1)confirmthat:
Humancognitionismediatedbyvirtueofbeingsituatedinculturalenvironmentanditisfromthisculturalenvironmentthatweacquiretherepresentationalsystem,mostnotablylanguagethatultimatelybecomesthemedium,mediator,andtoolsofthought.Consequently,cognitivedevelopmentisunderstoodasaninteractiveprocess,mediatedbyculture,context,language,andsocialinteraction.
Fromtheteachers’perspectives,theteachingandlearningprocessintheclassroom
willincreaseteachersexperienceandengagingtheteachersinanin-servicetrainingwill
developtheirteachingexpertise.AsELTIShadbasedtheirpracticeuponthepremisethat
46
individualcognitionemergedthroughasocioculturalinteractiveprocess,theprofessional
developmentmustbeunderstoodastheinteractiveprocessmediatedbyculture,language,
andsocialinteraction.ThenitcouldbeconcludedthattheinnovationprovidedbyELTIShad
ultimatelylaidafoundationforthedevelopmentofteachingexpertise.Theworkingconcept
ofthisresearchstudyisrepresentedinFigure2.2.
Figure2.2Conceptualframeworkofthisresearchstudy
Pedagogicpracticeinthisfigurehastwoaxes;thehorizontalaxisrepresentsthe
theoreticalbasewhichcontainsthetheoryofcommunicativelanguageteachingandthe
theoryofmotivation.Theverticalaxisisthepracticalbasetoelucidatewhathasbeenthe
practiceofELTISinserviceteachertrainingusingaCascademodelinthemadrasahsystem
withsocio-educationalandsocio-culturalconditionswhichmayhaveinfluencesthe
practice.TeacherProfessionalDevelopment(TPD)istheouterframerepresenting
pedagogiccompetenceandlanguageperformanceoftheEFLteachersinruralareas,and
howtheTPDsustainedalongertermimpact.
Theresearchapproachemployedtounitetheentireworkingconceptwasa
narrativeinquirymethodthatexpressedthesituationinmadrasahsfromthepointofview
oftheteachersthroughtheirnarratives.Thisisanappropriatemethodforthisresearchto
captureteachers’experiencesbefore,whilst,andafterELTIStrainingasthereflectionof
47
theirpedagogiccompetence.Inthisstudyanarrativeapproachbefittedameansthrough
whichteachersrepresentedtheirsystemsofknowingandflourishingthatfosterandsustain
theirprofessionaldevelopmentthroughouttheiroccupation(Johnson&Golombek,2002).
ThediscussionofthemethodologyinconductingthisresearchwillbedetailedinChapter3.
Insummary,pedagogicpracticesinthemadrasahsystemcomprisesmanyimportant
elements.Inthischapter,thereview,definition,anddescriptionoflanguagepedagogyhave
fundamentallyformedatheoreticalframeworkasthebasisforresearchingthelongterm
impactsofateachertrainingprograminruralIndonesia.Itisimportanttonotethat
educationintheareahasbeenbuiltwithinaparticularsetofsocialandculturalconditions.
Theliteratureonmadrasaheducationhasindicatedthattherewereimportantchallengesto
ensurethatteacherswereabletoaccesson-goingprofessionallearningandtraining.
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CHAPTER3
METHODOLOGY
Introduction
Inchapter2,theapproachtosecondlanguagepedagogyintheIndonesiancontext
wasreviewedandframeworksforsustainingeffectiveEnglishlanguageteachingpracticein
theruralareaofIndonesiawasexplainedincludingteacherprofessionaldevelopment.In
thischapter,Ipresenttheresearchparadigmandtheprinciplesunderlyingtheselectionof
themethodologyandresearchdesignemployedinthestudy.Thischapterthenmovesonto
outlinethedatacollectionofparticipantobservations,narrativeinterviews,document
analysis,andfocusgroupdiscussion.Thelastsectionofthischaptercomprisesthedata
analysismethodsofcategorisingandcoding,thematicanalysis,interpretingandtranslating,
anddatavalidationtechniquesemployedinthisresearch.
3.1ResearchParadigm
Trochim(2006)pointedoutthatphilosophically“allresearchisbasedon
assumptionsabouthowtheworldisperceivedandhowwecanbestcometounderstand
it.”Epistemology,ontology,andmethodologyarecentralasphilosophicalbasestodesign
andconductresearch(Lincoln&Guba,2005;Neuman,2014).Epistemologically,knowledgeis
builtuponquestionssuchashowwecometounderstandanindividual’sworldview.
Ontologyinvolvesthephilosophyofreality.Soitisbasedonthequestionof‘whatisreal?’
Methodologyidentifiestheparticularpracticesusetoattainknowledgeofit(Krauss,2005).In
understandingthedivergentindividuals,theresearchreliedontheparticipants’viewsoftheir
socialandculturalsituation.Thusweneedaparadigmunderlyingtheresearchsuchasthe
outlineGuba(1990)providedaparadigm,“asetofbeliefsthatguideaction”(p.17)
comprisingspecificphilosophicalassumptionsthatdescribeone’sworldview(Mertens,2007).
Itisgenerallyacknowledgedthatsocietyisconstructedbyindividualsandtheir
behaviours(Carley,1991).Thisresearchhasbuiltafoundationalframeworktoportraythe
pedagogicpracticesofindividualteacherswithintheirsocialandculturalconditions.The
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studyemployedconstructivismasthemechanismtoexamineandunderstandteachers’
approachestoEnglishlanguageteachinginselectedruralmadrasahofIndonesiaafterthe
innovativeEnglishLanguageTeaching(ELT)trainingwasintroduced.Creswell(2003)
identifiedthatinconstructivismhumansengagewiththeirworldandmakesenseoftheworld
basedontheirhistoricalandsocialperspectiveashumanswhowerebornintoworldof
meaningbestoweduponthembytheirculture.Soanunderstandingofmeaninginthesociety
mustbebasedonaninterpretationofindividualsandtheirstories(Johnson&Golombek,
2011).Assuch,meaningsarebestdrawnbasedontheinteractionsoftheresearch
participantswiththeircommunities.
3.2ResearchDesign
Thisstudyemployedaqualitativeresearchdesignfortworeasons.Firstly,the
methodallowedmetoexamineexamplesofthemostdisadvantagedruralmadrasahsof
Indonesiathatwererarelyresearched.Themethodwasalsousedtoexplainsocialand
culturalrealitiesunderlyingthepedagogicpracticewhereteachersenactedcommunicative
languageteachingintroducedbytheEnglishLanguageTrainingforIslamicSchools(ELTIS)
throughacascadetrainingmodel.Dataintheformofwordsandstoriestoldofthe
teachers’livedexperiencesinthefieldcharacterisedthequalitativenatureofthestudy.The
otherreasonforimplementingaqualitativeresearchdesignwasthatthismethodenabled
metodescribesomeoftheissues:whilebeingmarginalised,theruralmadrasahs’teachers
werestillabletomaintainteachingandlearningprocess.Therefore,values,beliefs,and
characteristicsofruralsocietymaybebestapproachedbyutilisingqualitativedesign.
Inattemptingtocatchthickandrichdata,thisresearchemployedanarrative
approach(Bauer&Gaskell,2006;Bogdan&Biklen,2007;Clandinin&Caine,2008;Creswell,
2012)inthesensethatthesignificantproportionofinformationcollectedwasbasedonthe
participants’storiesoftheirexperiencesinteachingEnglish,before,duringandafterELTIS
teachertraining.ClandininandConnelly(2000)arguedthatnarrativeinquiryisfirstand
foremostawayofunderstandingexperience.Narrativeinvestigationisparticularly
appropriatewhenthefocusofthestudyiscomingtoknowandunderstandchangesmade
afterEnglishlanguageteacherscompletedspecialisedtraininganditssustainedform
throughthecascademodel.
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Theorganisationofthischapterreflectstheprocessofutilisingqualitativeresearch
design.First,theresearchprocedurewassettomeetthecontextoftheparticipating
teachers,manyofwhomhadreceivedlimitedornopreviouspedagogicaltrainingbeyond
Islamicstudies.Secondly,datacollectionmethodmanifestedtheuniquenessofmadrasahin
ruralIndonesiawhereitislargelyneglectedbygovernmentbutwhichhavebeenenduring.
Thirdly,dataanalysismethodwasdonetofindspecificeventstobuildthematiccategories.
AdeepunderstandingofcommonpracticesinfluencedbyELTIStrainingandotherfactors
maynotbegeneralisabletoanyothereducationaljurisdiction.Inthisframework,a
qualitativeresearchdesignis“moreconcernedabouttheissuesandrichness,texture,and
feelingofrawdata”(Neuman,2000,p.122)sinceaninductiveapproachreliesonthe
developmentofinsightsintothecollateddata.
3.2.1Researchdesignandprocedures
ThefollowingisthemethodoftheresearchillustratedinTable3.1thatoutlinesthe
procedure,includingresearchquestions,theinstrumentsused,theformofdata,andthe
organisationofanalysingthecollateddata.
Inthissection,IrevisitedtheresearchquestionsasstatedinChapter1.These
researchquestionsfocusonsustainablefeaturesofeffectivesecondlanguageteaching
practiceinmadrasahschoolsthatformedthebasisofdatacollectionandanalysis:
(i) HowhavethesuccessfulteachersofEnglishatMadrasahTsanawiyah
adaptedtheirpedagogicpracticesinceELTIStrainingwithinthesocio-
culturalconditionsofruralIndonesia?
(ii) Whatmotivationalandclassroommanagementstrategieshaveteachers
developedinteachingEnglishandwhathasbeentheimpactontheir
students?
(iii) TowhatextenthastheELTISeducationalinnovationbeensustainedover
timeastheteachersengageintheirpedagogicalpractices?
Toanswerthefirstresearchquestion,theinstrumentneededwasdocumentanalysis
fromtheELTISprojectdatabase,includingELTISdesigndocument,trainingmanuals,
independentcompletionreport,andtheexitsustainabilityreport.Thepurposewasto
connectparticularaspectsorskillstogetteachers’profileandtocontrastchangeovertime.
Toanswerthesecondquestion,narrativeinterviewsandclassroomobservationswere
51
engagedtoidentifythemotivationalandclassroommanagementstrategiesandtocompare
theclassroompedagogicpracticesenactedbytheeightteachersunderstudy.Toanswer
thethirdquestion,narrativeinterviews,classroomobservations,focusgroupdiscussionas
wellasdocumentanalysiswereemployedtodiscusstheirresponsesduringthe
implementationphasefollowingELTISteachertrainingandtoverifytheinterviewdata
againstthedocuments.Theprojectbeganin2007andthedatacollectionextended
throughto2014.Table3.1indicatestheprocedurefollowedinphasesfromdatacollection
throughtoanalysis.
Table3.1:Theresearchprocedureindatacollectionandanalysis
ResearchQuestion Instrument FormofData Participants HowtoAnalyseHowhavethesuccessfulteachersofEnglishatMadrasahTsanawiyahadaptedtheirpedagogicpracticesinceELTIStrainingwithinthesocio-culturalconditionsofruralIndonesia?
Documentanalysis
ELTISprojectdatabase,DesignDocument,TrainingManualsandModules,ExitSustainabilityReport,Activitycompletionreport
1projectofficer Systematiccoding,categorising,andchecklist,toconnectparticularaspects/skillstogetteachers’profileAnalysistocontrastchanges
ObservationInterviewFGD
ObservationsheetinEnglishclassesTranscriptsofinterviewrecordsTranscriptofdiscussionrecord
8teachers8teachers+schoolprincipals+districttrainerMGMPmembers+DT+MT
Itemisetheobservationresult(frequency&examples)ofELTISpracticesFindthegaps/issuesremainingfromELTISinmadrasahstodayToreinforceperspectiveofthemembers
Whatmotivationalandclassroommanagementstrategieshave
Interview
Transcriptsofinterviewrecords
8teachers+schoolprincipals+districttrainer
Identifymotivationalissues
52
teachersdevelopedinteachingEnglishandwhathasbeentheimpactontheirstudents?
Observationandvideorecording
Observationresults/fieldnotesandvideorecords
8teachers Categorisingmotivationalstrategiestocompare8participants
TowhatextenthastheELTISeducationalinnovationbeensustainedovertimeastheteachersengageintheirpedagogicalpractices?
Interviewandobservation
Transcriptsofinterviewrecords,observationnotes
8teachers+ELTISleaders+mastertrainers+principals+regionalcoordinator
Transcribeteachers’andotherparticipants’evaluationforsustainablepractices
Document Documentsofteachercertification,qualification,andannualappointmentletter
- VerifyinterviewdataagainstthedocumentssinceELTISin2007upto2014
Dataweregatheredthroughmultiplemethods.First,toanswerthefirstquestion
about“HowhavethesuccessfulteachersofEnglishatMadrasahTsanawiyahadaptedtheir
pedagogicpracticesinceELTIStrainingwithinthesocio-culturalconditionsofrural
Indonesia?,”Iuseddocumentanalysis,interviews,observations,andfocusgroupdiscussion
asdatacollectioninstruments.Interviewsasaforementionedwereconductedwith18
participantstofindthegapsandissuesremainingfromELTISinmadrasahsatthetimeof
theresearch.Ipreferredtoemploynarrativeinterviewtounderstandteachers’experiences
throughtheirstories.Documentanalysiswasusedtoobtainteachers’profilessince
followingELTISandtocontrastchangestheyhadmade.Observationwasusedtocollect
dataofwhatwasbeingpracticedbythesuccessfulteachersofEnglishinadaptingtheir
pedagogicpracticesincetheyparticipatedinELTIStraining,uptoimplementingtheELTIS
approachintotheirsocio-culturalconditions.Twofocusgroupdiscussionswereheldto
compareperspectivesofthemembersinattemptingtocrosscheckbetweentheir
understandingsof,forexample,student-centrednessincommunicativelanguageteaching
approachwithwhathavebeenpracticedsofar.
53
Second,toanswerthesecondquestionabout“Whatmotivationalandclassroom
managementstrategieshaveteachersdevelopedinteachingEnglishandwhathasbeenthe
impactontheirstudents?,”Iutilisedinterviewsandobservations.Interviewswere
conductedwitheightteacherstoidentifythemotivationalissues.Theinterviewsalso
exploredthemotivationalstrategiestheyhadengagedsofar.Iexpandedtheinterviews
aboutmotivationalissueswithdistricttrainersandschoolprincipalsforadditional
informationfromtheirperspectives.Iorganisedschoolvisitsinthreemadrasahsindistrict
ofBondowoso,threemadrasahindistrictofProbolinggo,andtwomadrasahinthe
Pamekasandistricttoobservetheteachers’actionsinenactingafunandauthenticlearning
useofgamesandstudent-centredactivitiesintheirclassrooms.Theseclassroom
observationsweremainlydonetocomparetheeightteachers’performancesinengaging
theprincipleofcommunicativelanguageteachingandlearningtheygotfromELTIS.
Third,toanswerthethirdquestionabout“TowhatextenthastheELTIS
educationalinnovationbeensustainedovertimeastheteachersengageintheir
pedagogicalpractices?”,Iappliedinterviewanddocumentanalysis.Thesetwoinstruments
wereusedtoverifyinterviewdatasincetheELTISin2007–2010documentationtoidentify
thecurrentpractices.Interviewswithpredeterminedparticipantswerepartlychangedfrom
thetargetoutline.Forinstance,theinterviewsconductedwithschoolprincipalsshifted
fromonedistrictoneprincipaltotwoprincipalsintheBondowosodisctrictandone
principalintheProbolinggodisctrict.TheELTISregionalcoordinatorinMalanginitially
proposedwaspostponedandtransferredtoherUINSASurabayaoffice.Theinterviews
withELTISteamleaderneededadditionalinformationfromELTISprojectofficerwhoknew
andkepttheELTISprojectdocuments.
Thenextstepwasthedataanalysisprocesswhichincludedsystematiccoding
underwhichsetting,topic,andsubjectwerecoded.Thiscodinghasbeenidentifiedfrom
therecordsheldintheELTIStrainingpracticedocuments.Thepurposeofsystematiccoding
istoreduceredundancyoroverlapping,toeasereading,tomakesenseoutoftextdata,and
tobreakdowncodesintowide-rangingthemes(Creswell,2012).Thedatathathavebeen
selectedprovidedevidenceforeachthemewhichcamefromteachers’lived-experience
throughtheirstoriesbefore,duringandafterELTIStraining.Theprocessofthedataanalysis
includedtranscribing,categorising,andthematicanalysing.Datavalidationincluded
correspondencebetweenactivitiesandverifyinginterviewresults.Aftertranscribingthe
54
interviewrecords,IvalidatedthetranscriptswithasmallteamIorganisedwhichincludeda
mastertrainer,adistricttrainer,andaseniorteacher.Icontactedtheteamandsentemail
messagesaskingthemtoreadthetranscriptoftheirspokentextsandadjustasnecessaryor
confirmthatthetranscriptwasanaccuraterecordofhowtheywantedtoberepresented.
3.2.2Researchsiteandparticipants
Criteriaforselectingparticipantsweresetprevioustodatacollectioninthefield.
Theresearcherselectedindividualsandsitestolearnorunderstandthecentral
phenomenonassuggestedbyCreswell(2012,p.206).Oneofthecriteriaforthisselection
wasthattheteachersofEnglishatMTshadtohavebeeninvolvedinthetrainingprogram
thatstartedwithtraininginEnglishLanguageUpgrading(ELU)level1uptolevel4and
CommunicativeEnglishLanguageTeacherTraining(CELTT)level1uptolevel5.Another
considerationindeterminingtheparticipantswasbyrecommendationfromthelocalMoRA
officialsandthechiefMGMPintheselectedareasbasedontheactiveinvolvementofthe
teachersinthecommunityofpractice,thatistheteachersupportgroup,andsuggestions
fromotherinstitutionscommittedtomonitoringteachers’developmentintheprivate
Madrasahsector.
TheresearchsiteswereconfinedtotheprovinceofEastJava,Indonesia.Thetwo
districtsofBondowosoandProbolinggowerechosenasrepresentativeofruralareasofEast
Javaknownas“DaerahTapalKuda”orhorseshoeregion(ELTISdoc.2007).ThreeMadrasah
Tsanawiyahineachregionwereselectedandobservedbasedonavailabilityoftheschools
andtheEnglishteacherswhohadbeenengagedinELTIStrainingprogramin2007-2010.In
additiontothesetwodistricts,thePamekasandistrictontheislandofMadurawasselected
torepresentaruralareaoftheprovince.Itislocatedonaseparateislandapartfrommain
islandofJava.Twomadrasahswereavailabletobevisitedandobserved.Thustherewere
eightmadrasahsobservedinthosethreedistrictsaltogether.
IthenceforthvisitedthesitesinBondowoso,Probolinggo,andPamekasanto
conductinterviews,observeclassrooms,andholdfocusgroupdiscussions.Therefore,the
participantsofthisstudyincludedeightEnglishteachersfromthreeregionsinEastJavaas
keyparticipants,twoMasterTrainers,oneDistrictTrainer,oneteachersupportgroup
coordinator,oneELTISregionalcoordinator,oneELTISteamleader,oneprojectofficer,and
17teachersfromtwodifferentteacherssupportgroups,34participantsaltogether.In
55
qualitativeresearchdesignitispossibleandallowedtoextendthenumberofparticipants
(Creswell,2012).
Table3.2:Theresearchsites,techniques,participants,andtypeofdata
District NameofSchool/Place
DataCollectionTechnique
Participants TypeofData
Bondowoso MTsNurusSalamMTsBustanulUlumMTsAlHidayah
ClassObservationInterviewClassObservationInterviewClassObservationInterview
SalamIwaAisa
ObservationsheetPhotographsInterviewRecordObservationsheetPhotographsInterviewRecordVideoofTeachingInterviewRecord
Yuli’sPlace
FDG
8teachers/MGMPmembers+1DT+2MT+1Principal
NotesandRecordofMembers’Perspective
Probolinggo
MTsDarulughohwalKaromahMTsWalisongoMTsZainulIrsyad
ClassObservationInterviewClassObservationInterviewClassObservationInterview
YasminWulanHerman
VideoofTeachingInterviewRecordVideoofTeachingInterviewRecordObservationsheetInterviewRecord
56
MTsNPajarakan
FDG
7teachers/MGMPmembers+2DT
MeetingNotesofparticipants’perspectiveinteachingEnglish
PamekasanSurabayaJemberDenpasarBondowosoProbolinggo
MTsMiftahulUlumMTsSabilulMuttaqin
ClassObservationInterviewInterviewClassobservation
NadifahRahman
ObservationsheetInterviewRecordInterviewnotesObservationsheet
UINSAMoonear’sPlaceIALFOfficeMTsNurusSalamMTsBustanulUlumNikma’sPlaceMTsN1MTsDarulughohwalKaromah
InterviewInterviewDocumentReviewInterviewInterviewDocumentReviewInterviewInterviewInterviewInterview
MT1Reco-MT2ETLProjoffPrin2DTMGMPCoPrin1
InterviewRecordInterviewRecordNotesInterviewRecordInterviewRecordsInterviewNotes+documentfilesInterviewRecordInterviewRecordInterviewnotes
3.2.3Ethicalconsiderations
TheparticipantsofthisstudywereprotectedbytheNationalStatementonEthical
ConductinHumanResearch,2007.Byreferringtothecodeofethics,participantswere
protectedfromsocialstigmabyusinganonymorpseudonymwhenobtaining,citing,and
confirmingtheinformationfromthem(Denzin&Lincoln,2011),andtheirinformationwas
securedateachstageofthisresearch.First,whenconductingresearchinthefieldthedata
werekeptonelectronicdevicessuchascamera,recorder,andotherelectronicdevicesI
usedduringthedatacollection.Second,theinterviewdatawerekeptonmyownlaptop
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andhadsomecopiesonmyownharddriveandUSB.Third,oncebackfromtheresearch
field,thedataweretransferredtomylockedcomputerinmylockedofficeandonlyIhad
accesstothedata.
Thisethicalconsiderationassuredthattheresearchparticipantsreceivedthe
benefit(s)fromtheirinvolvementasparticipantsinthisstudyaswell.Theirvoiceswere
recordedandreportedwithoutbeingknowntoavoidanythreatthatmighthave
endangeredtheircareersasteachers.
3.3DataCollectionMethods
Thisstudyusedarangeofdataqualitativemethods.Inqualitativeresearch,two
primarydatacollectionmethodsareobservationandinterview(Bogdan&Biklen,2007;
Creswell,2012;Denzin&Lincoln,2011;Hatch,2002).Othercollectiontechniquesalsoused
toenrichthequalityofdataweredocumentanalysisandaudiovisualrecordings.
Observationsofclassroompracticewereusedtoidentifythestrategiesenactedby
competentteachersofEnglish,includingtheteachingtechniquesandthelearners’activities
thattheteachersdevelopedthemselves.Duringobservationoftheseactivitiesvideo
recordingaswellasphotographingwereemployedinanattempttogetauthenticpictures
ofclassroomactivities.
Narrativeinterviewsweredesignedtogatherdataabouttheparticipants’
rememberedexperiencebefore,during,andafterELTIStraining.Narrativeinterviewas
suggestedbyJovchelovithandBauer(2006)wastheinterviewtechniquechosentogetinto
teachers’experiencesthroughtheirstories.First,beforevisitingteachersintheirschoolsI
didself-reflectionviaexplorationofmyownexperienceduringinvolvedinELTISprojectin
2007-2010bywhichIbuiltaninterviewframework.Iadjustedaninterviewscenarioor
techniquethatmetmyframeworktogetasmuchasinformationneeded.Second,I
interviewedeightteachersthroughstoriesoftheirexperiencesteachingintheirdistrict
madrasahs.
DocumentanalysiswasdesignedtoexaminetheELTISprojectdatabase,design
documents,exitsustainabilityreport,activitycompletionreport,teacherportfoliosor
progressreports,trainingmanualsandmodules.Iutiliseddocumentanalysisasameansof
trackingchangeanddevelopment(Bowen,2009)inwhichvariousdocumentsofparticular
eventssuchasELTISactivityrecordsorprogressreportswereusedtoidentifythechanges.
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Apartfromdocumentanalysis,twofocusgroupdiscussionsandindividualinterviewswere
conductedtogainteachers’perspectivesonteachingEnglishaftertheELTIStraining.
3.3.1Participantobservations
Creswell(2012)suggestedthatwhenconductingobservation,onlyimportantthings
needtobenoted.Thecommentsscatteredthroughoutthenoteswereusedtocomplete
thedays’experiences,topredictaboutwhathadbeentheorised,tojotdownadditional
information,andtoplanthenextobservation(Bogdan&Biklen,2007;Denzin&Lincoln,
1998).Beinginvolvedintheclassroomactivitiesduringtheobservationwasimportant.As
theresearcher,Iwitnessedtheclassroompracticesandwasabletofocusonhowteachers
engagedthelearnersinthelearningprocesses.Indoingtheclassroomobservations,I
recordedthreeselectedclassroompracticesbyusingadigitalcamera.AtthesametimeI
alsousedobservationsheetstotakenotesandjotdownmyobservations.
Attheverybeginningofthedatacollection,participantsincludedteachers,school
principals,mastertrainers,districttrainer,ELTISteamleaders,andotherpotential
participantswerereadytobeinvolvedintermsoftheresearchscheduleprovided.Iwasin
thefieldasaparticipantobserver.Intheclassrooms,Icompletedobservationnotes.The
observationsheetthatIdevelopedbasedonelementsofteachers’classroompedagogy
includedpromotinglanguagelearning,creatingmotivationalconditionsandengagingin
communicativelanguageteachingincontextisprovidedasAppendixE:ObservationSheet.
Duringtheobservationsession,Iusedvideocameratorecordtheclassroomactivities
focusingonteachers’teachingpractice.Byreferringtotheactivitiesdoneinclassbythe
teachers,afurtherdiscussionafterclasssessionwasmadeone-on-onetoclarifythe
purposeofparticularactivitiesrelatingtocommunicativelanguageteaching,motivationand
relatedissuesonpedagogicpracticeinthecontext.
Asparticipantobserver,Iwasintheclassroomsandtheteacherstoldthestudents
thatIwaswiththemtolearntogether.Thistacticworkedwellwhentheywelcomedme
andtheylookednaturalandshowedfriendlyattitude.Whenteachersgavetaskstothe
studentsandhe/shewasgoingaroundmonitoringandgivinghelptodothetasks,Iwasalso
walkingaroundtoseewhatthestudentsweredoingandtocapturehoweffectivewerethe
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teachers’instructions.Thiswasoneofthereasonsforemployingparticipantobservationi.e.
toportraythedatadirectlyinthefieldunderstudy.
Theotherreasonforengagingparticipantobservationwastoeasemeinportraying
participants’perspectivedirectlytobeinvolvedwithallparticipantsinthefield(Hatch,
2002).Therefore,theseobservationsprovidedthequalitativedatawhichconsistedoffield
notestodescribeactivitiesoftheteachersandlearnersintheclassrooms.Specifically,the
dataobtainedfocusedontheclassroompedagogicknowledgeandskillsthatwereusedby
theEnglishteachersinteachingEnglishlessonstopromotelearningandtoengagestudents
inlearningEnglish.
3.3.2Narrativeinterview
InterviewsaddressedtotheselectedMTsEnglishteacherswereintendedtoget
informationonaspectsoflanguagepedagogytheyhadgainedfromELTIStraining.These
includedtheirunderstandingofcommunicativelanguageteaching,therelationshipof
motivationalstrategiestoimprovestudents’learning,thebenefitsanddrawbacksofthe
cascademodelintheircontextandhowtheparticipantsenactedallaspectsoftheir
classroompractice.Narrativeinterviewwasemployedtoenableasmoothdiscussion.The
narrativeinterview,assuggestedbyJovchelovithandBauer(2006),hadbeenproved
encouragingandstimulatedteachersasinformanttotellastoryaboutsomesignificant
eventsintheirlivesandsocialcontextinrelationtotheirroleasteachersaswellas
motivators.
Theoryofnarrativetechniquesexplainsthewordnarrativefromitsetymologyas
beingderivedfromtheLatinwordwhichmeans‘toreport,totellastory’.Itsbasicideaisto
reconstructsocialeventsasdirectlyaspossiblefromtheperspectiveofinformants(Bauer&
Gaskell,2006).Forlatertheorymodification,experiencehadtobecapturedthroughtheir
words.Thefirststepinvolvedapproachingtheparticipantswithquestionswhichwerenot
aimedtodirectlynarratetheirprofessionaldevelopmentorhowtobeprofessionalteachers
inthesensethattheIndonesianparticularlyJavaneseandMaduresecultureisnotstraight
forward.Forexample,Icouldnotaskthemdirectlytotellmestoriesabouttheir
experiencesasteachers.Itneededanintroductionquestionorsmalltalkorevenjusttelling
ahumorousstoryorcurrentpoliticalissuesuchas“whowillbethenextIndonesian
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president?”Thestrengthofthismethodwasthatteacherswereabletotalkfreelyabout
theirexperienceinteachingEnglish.
Thenextstepinthistechniquewastheselectionofquestionsthathadbeen
preparedtoproposefirstwithanticipatedfollow-upquestionsifthefirstquestionwasnot
answered.Ihadtobewiseinproposingquestionsandextractingmeaningfulfollow-up
questionsiftheintervieweestoppedtellingtheirstories.Notallquestionsthathadbeen
preparedwereasked.TheprincipleinthisstagewasthatIgavemyintervieweesufficient
timetotellhis/herstoryasmuchaspossible.Theartofthenarrativeinterviewtechnique
wastomaintainasituationwheretheteacherswereeagertosharetheirstories.Iwould
call‘heartmeltingpoint’,thesituationwhereateacherwasopentosharetheirfeelings.
Sometimesteachershidtheirinformation,butwhentheyhadreachedastageofa’melted
heart’,theywouldtelllotsofthings.
InadditiontotheEnglishteachers,interviewswerealsoconductedwiththeELTIS
teamleader,regionalcoordinator,twomastertrainersandadistricttrainertogainthedata
aroundtheimplementationaspectsoftheproject,andtoaprojectstaffmember.Allthese
peoplewerethosewhoheldthepositionsin2007-2010ELTIStrainingandthustheirlevelof
advicewasoutstanding.Theprojectstaffofficerwasnotpreviouslylistedintheproposal,
butwhenIinterviewedtheELTISteamleaderinIALFofficeinBaliIwasawarethatIneeded
toaccessthedocumentsofELTISproject,andshesuggestedalsointerviewingtheproject
officer,soIaskedhimforassistance.Interviewswerealsoconductedwithtwoschool
principalsinBondowosodistrictandoneinProbolinggodistricttounderstandtheeffectof
thetrainingontheschoolsataninstitutionallevelandtheirperceptionofchangesin
teachers’practices.
Byengaginginanarrativeapproach,thelived-experienceoftheteachersandthe
otherparticipantsofthisstudywereexposedthroughstoriestheytold(Webster&
Mertova,2007)andhenceprovideddataessentialforthisdiscussion.Adetaileddiscussion
ofwhythisisausefulmethodologyinthisstudyappearsinChapter2,section2.5.By
analysingtheirstories,thenarrativeapproachexposedtheteachers’classroompractices
beforefollowingtheELTIStrainingandthechangestheymadeafteryearssincethetraining.
Theteacherstoldstoriesabouttheirclassroomteachingsandtheirstoriesofpersonaland
professionaldevelopment.Thus,thenarrativeapproachfollowedtheteachers’wayof
thinking,theirreflections,theirdesires,needsandfeelings.Itfurthercapturedtheir
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enthusiasminteachingandexposedhindrancestheyfacedduringtheirprofessionalcareer.
Itwastheirpersonalvoicesreportingtheirownexperiences.
Thenarrativeapproachwasrecognisedasportrayingandreflectingtheteachers’
lived-experiencesandperspectives(Clandinin&Connelly,2000).Firstly,thisdiscussion
explainstherelatedfeaturesofeffectivepedagogicpracticesinteachingEnglish.Effective
pedagogymustfocusontheaspectsneededtoenhancechildren’slearningtoobtain
knowledgeandskills(VanManen,2013).Therefore,theirteachingandmotivational
strategies,classroommanagementandlanguageofinstructionengagedstudentsinlearning
Englishlanguage.Theirsuccessfulpracticesprovidedthebasisforacknowledgingtheneedfor
ongoingprofessionaldevelopmentinteachingEnglishasaforeignlanguageinruralIndonesia.
Secondly,thenarrativeapproachdocumentedthechangesofEnglishlanguage
pedagogyastheimpactofELTIStraining.Thereissignificantcontributionofsocialandcultural
conditionstoimproveclassroompracticesaspointedoutbyJohnsonandGolombek(2011)
whoviewedthefundamentalsocialengagementinshapinghumancognitionbasedon
Vygotskiansocioculturaltheory.TheELTIStrainingshapedtheteachers’understandingof
languagepedagogythatmettheirneedsinsuchsocio-culturalcontext.Thirdly,thenarrative
approachwasusefultoexposetheeducationalinnovationcarriedoutbyELTIS.TheELTIS
trainingfocusedonhowthecascademodeloftrainingissustainedovertimebyinvolving
communityofpracticei.e.teachersupportgroups.ThisisinaccordancewithLantolfand
Thorne(2007)whosuggestedtheimportanceofsocietyparticipationintheefforttoimprove
secondlanguageteachingandlearningprocess.
3.3.3Documentanalysis
Fordocumentanalysis,astheresearcher,Ihavedocumentedparticularskillsto
capturetheteachers’profile.Thedocumentanalyseshavehelpedmedistinguishchanges
madebyteacherspre-andpost-trainingin2010.DatafromtheELTISprojectdatabase,
designdocuments,independentevaluations,trainingmanual,andreportswereusedto
describeboththecontextandissuestodowiththeimplementationoftheproject.These
dataprovidedvaluableinformationinhelpingmeasresearchertounderstandthecentral
phenomenoninthestudy(Creswell,2012).Inparticular,thedocumentoftheprojectdata
basewhichincludedaneedsanalysisdocument,internalevaluation,andteacherportfolio
orprogressreportweresystematicallycoded,categorised,andlistedbasedonteachers’
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livedexperienceandperspectivetoconnectparticularaspectsorskillstoobtainthe
teachers’profiles.Thetrainingmanualsandmodulesaswellasindependentcompletion
reportwereusedtocomparewiththecurrentpractice.Thiswasparticularlyvaluableto
identifychangesthatoccurred.
3.3.4Focusgroupdiscussion(FGD)
ThepurposeofconductingtheFocusGroupDiscussion(FGD)wastogainknowledge
ofwhathasbeenthepedagogicpracticeofMTsEnglishteachersafterseveralyearssince
theyjoinedtheELTISteachertraining.Thisgroupdiscussionwasdirectedtowardteachers
especiallyintheareaconcerningcurrentissuesaboutteachingEnglishusingELTISmethod.
Specifically,thefocusgroupdiscussionwasusedtocollectinformationfromtheteachersin
reflectingontheirteachingmethods.Itisimportanttounderstandteachers’perceptionsof
theimportanceofenactingcommunicativelanguageteachingengagedbyELTISintotheir
situations.ByconductingFGD,thediverseperspectivesofeachteacherandtheiropinions
towardtheimplementationoftheeducationalinnovationcouldbeinvestigated.
TheFGDprocedureincluded:
• Approachingfocusgroupfacilitation,contactingDistrictTrainer(DT)to
contactremainingteachers’supportgroupcalledMusyawarahGuruMata
Pelajaran(MGMP)members.TheDThelpedfacilitatethemeeting.
• ApproachingMasterTrainer(MT)intheareatobemoderatorwholedthe
meeting.InthisresearchtheMTcontactedwastheMGMPcoordinator
forBondowosoarea.Shewassimplyhelpfultomoderatethediscussion
andsheprovidedaplaceforthemeetingaswell.
• TheMGMPmembershadagreedtomeetinMTYuli’splaceonSaturday,6
September2014.Seventeachers,aDT,twoMT,theresearcherhimself
cametothemeeting.TheDTandMTassistedtomoderatethediscussion.
• Itwasagreedthateverybodycouldshareanythingaboutteachingintheir
ownschool.Thememberswereaskedtocommentaboutothermembers’
situationsincomparisontotheirowncontext.Bydoingso,eachteacher
feltfreetosharetheirpracticewithoutfeelingshyoruneasyorlosingface
fortheymighthavesimilarproblems.
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• Exploringteachers’perspectivesonthecentralissuesthathavebeentheir
concernswasthenextprocedure.Thisexplorationwasdonebyrecording
thediscussion,takingnotes,askingquestionsandtakingpicturesofthe
teachersimportantfordataanalysis.
• Attheendofthediscussion,themoderators(MTandDT)debriefed,and
thenIcontinuedtogiveanoralsummaryandgavefeedbackandthanked
theteachersfortheircommitmentandparticipationinthisresearch
study.
3.4DataAnalysisMethods
Inanattempttogatheraccurateunderstandings,analysisandtheinterpretationof
thedatainvolvedverificationfromdifferentsources.Thedatafrominterviews,
observations,documents,andfocusgroupdiscussionswereanalysed.Thedataanalysis
comprisedtranscribing,categorisingandsystematicallycoding,analyzingthematically,
translatingandinterpreting.Alltheanalysisprocesseswerethenvalidatedbyusingdata
validationtechniquesofmemberchecking,datasources,andsearchingfordisconfirming
evidence.Todothis,Iprovidedtheparticipantswithatranscriptoftheirtalkfor
confirmationofitsauthenticityandaccuracy.
3.4.1Transcribing
Thedatagatheredweretranscribedrespectivelyfrominterviewswiththeregional
coordinator,mastersanddistricttrainers,eightteachers,andtwoteachers’supportgroup
discussion/MGMPmembers,principals,ELTISteamleaderandprojectofficer.Ttranscription
assuggestedbyCreswell(2012,p.239)istheprocessofconvertingaudiorecordingsorfield
notesintotextdata.Thistranscriptionincludedwords,notonlyspokenbutactionsalso,for
example,Itypedtheword“[pause]”toindicatewhenintervieweestookalengthybreakin
theircomments,or“[laughter]whentheintervieweeslaughed,or“[telephoneringsor
noise]toindicatetelephonecallorparticularsoundwhichinterruptedinterviews,or
“[giggle]tomarkwhentheintervieweelaughnervously.
Intranscribinginterviews,Ipreparedmyelectronicdevicetoplaytherecordings
frominterviewsinthefield.Istartedthetranscribingprocessinthefieldparticularlyonthe
nightwhenIcamebacktothehotelroomwhereIstayedduringfieldresearchand
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continueduntilitwasalldonefewmonthslater.Intheprocessoftranscribing.Inreality,I
alsodidasurfaceanalysis,likeapreliminaryanalysissuchasplacingparticularinformation
underwhichheadingorcategory.InthisprocessIidentifiedthemesandcategorieswhich
emergedfromtheirtellingstoriesabouttheirexperiences.
Identicaltotranscribinginterviews,transcribingobservationneededpreparation.
TheprocedurewascomplicatedbecausewhilewatchingthevideoItookwhendoing
classroomobservation,Ihadtocomparethevideowithmynotes.Threevideoswere
recordedduringeightobservations.Theimportantpartinthisprocesswasthesequenceof
activitiesperformedbyteachers.Ihadnotedtheiractivitiesontheobservationsheetwhich
includedtheprocedureofteachingsuchashowtheteachersetactivitiesfromlead-in
activityuptorounding-offthelesson.
3.4.2Categorisingandsystematiccoding
Theimportantelementinthecategorisingprocesswasorganisingthedatathat
weretakenduringthefieldresearchintoatable.Table3.3exemplifieskeyelements
importantforfurtheranalysis.ThetablebelowisadaptedfromCreswell(2012)togive
examplewhenweconductanarrativeresearchparticularlyonhowtoorganisestoriesfrom
participants’experiences.Subsequentlythecategorisingprocessformsapatternwhich
importantforthematicanalysis.
Table3.3:Organisingthestoryelementsintotheproblemsolutionnarrativestructure
Settings Characters Action Problem ResolutionContext,environment,conditions,place,time,locale,andyear
Individualsinthestorydescribedasmodels,personalities,theirbehaviours,style,andpatterns
Movementsofindividualsthroughthestoryillustratingthecharacter’sthinkingabouttheirbehaviours
Questionstobeansweredorphenomenatobedescribedorexplained
Answertoquestionsandexplanationsaboutwhatcausedtheindividualstochange
Byconsideringtheelementsoftheparticipants’storiestheorganisationof
categorieswasperformedasinabriefexampleinTable3.4:
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Table3.4:Organisingtheparticipants’livedexperienceinELTIStraining
Settings Participants Role/Practice Enquiry Expressions1. MTsDarulughoh
walKaromah-Probolinggo
2. MTsAlhidayah
Bondowoso
YasminLisa
Teachingasafulltimeteacherinthisschoolfor9yearsTeachingasparttimeteacherinthisschoolfor9years,andfulltimeteacherinSMAAlhidayahfor5years
Whatsocio-economicconditionthestudentscomefrom?
:”theycomefromlowincomefamilywhoearntheirlivesfromworkinginthefarm”(SEC1):”moststudentscomefromothertowns,theystayinanIslamicboardinghouse(Pesantren),mostoftheirparentsworkastrader”(SEC2)
Inordertoenablemetocategorisethethemes,systematiccodingwasemployed.
Intheabovetable,forexample,Iputlabelsorcodessuchas(SEC1)tosymboliseSocio-
EconomicConditiontypeonethatreferredtoaconditionwherethestudentsinaparticular
schoolorschoolunderstudycamefromalowincomefamilyand(SEC2)forSocio-Economic
typetwotoexplainthoseparentshavehigherincomes.Ihavemadetheclassificationsuch
asSEC1andtheliketoclarifythelabelsperformedinthetable.
3.4.3Thematicanalysis
Thethematicanalysisinthisprocesswastheanalysisbywhichdatagatheredwere
classifiedorgroupedbasedonthefiveelementsindicatedintheresearchquestions.
Themeswerediscoveredfromparticipants’expressions.Theyweretheresponsesofmy
researchquestionsthatenquiredfivefocusareasonteacherprofessionaldevelopmentin
ruralareasofIndonesia.Thesefiveelementswere:
1. pedagogicpractices,
2. socio-culturalcondition,
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3. educationalinnovation,
4. motivationalandclassroommanagementstrategies,
5. sustainabilityofELTISstrategies.
Thethematicanalysisinterconnectedthosefiveelementstodisplaythe
chronologyand/orsequenceofeventsassuggestedby(Creswell,2012)basedonthe
teachers’storiesandwhatothersmaylearnfromthereportedexperiences.Withinthis
study,themeswereidentifiedandanalysedtomaketheELTISpedagogyexplicitlyrelevant
tothelocalcontextsinwhichtheteacherswereteachingandthelearnerswerelearningin
English.ELTISprovidedeffectiveteachingstrategies,whichwereinnovativefortheregion
andcouldbeappliedinkeepingwiththesocioculturalconditionsoftheschoolsand
education.Theanalysedthemes,forexample,includedthediscussionoftheprincipleof
communicativelanguageteaching(CLT)inELTIStrainingwhichwasexplicitinthe
engagementofIslamicresourcepacksthatincludeIslamicintentsintheteachingofEnglish.
Therefore,thefivemajorthemeswereinterconnectedtobuildorgenerateaconceptual
modelofthepedagogicpracticeastheimpactoftheELTIStraining.
3.4.4Interpretingandtranslating
Interpretinginthisanalysisprocessinvolvedmeaningmakinginthesensethatthe
datagathered,categorised,andsystematicallycodedweretheng‘rationalised’tomake
senseoutofthedata.Thestoriestoldbytheteachersoftheirexperiencesinteaching
Englishbefore,duringandaftertheELTIStrainingprovidedvaluableunderstandingsofthe
teachers’changesinattitudeandknowledgeoftheELTISstrategiesastheyimplemented
them.Chase(2005)mentionedthiskindofinterpretationasanarrativestrategywhere
researcherhasauthoritytorepresentthenarrator’sorinterviewee’svoice.Nevertheless,I
wascarefulinusingmyauthoritynottoreducewhattheinterviewees’intendedtosayby
confirming,forinstance,the“isitwhatyoumeantosay?”questions.Assuch,the
interpretationreflectedtheteachers’perspectivesoftheirpractices.
Interpretingalsoinvolvedatranslationprocesswhentheinterviewsoranydata
gatheredwerenotinEnglish.UtterancesinEnglishweredocumentedinthesameauthentic
formastheywereusedandinsomecasestheparticipants’Englishcontainederrors.The
participants’wordshavenotbeencorrectedtoshoworiginalityandauthenticityofthedata.
TheinterviewsdoneinBahasaIndonesiaorlocallanguageslikeJavaneseorMaduresewere
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translatedintoEnglishinordertogetthepointsofwhattheyhadexpressedinthe
interviews.EnglishtranslationsareprovidedwhenparticipantsusedBahasaIndonesia,
JavaneseorMadureselanguagesandthosescriptsappearbeneaththeEnglishtranslations.
Translatingfromlocaltotargetlanguagerequiredaserioussemanticandpragmatic
understandinginwhichasresearcherIhavetobeaccurateinusingwordstotransferthe
meaningorintentionoftheinterviewees’utterancesratherthantranslatingwordbyword.
DespitethefactthatIamnativeIndonesianmyselfwhoalsospeakstwolocallanguages
JavaneseandMadurese,IusedGoogletranslationsoftwarewhendoingthetranslationas
aninitialguidewhichneededsubstantialpolishingaseveryuserofmachinetranslators
wouldknow.TheotherreasonforemployingGoogletranslationwastoaquicksearch.
However,notalltranslationsweremadeusingthesoftware.IusedJohnWEchols
dictionaryofIndonesian-EnglishTranslationaswell.IalsoconfirmedwithaMasterTrainer
andaseniorteachertocheckmytranslation.
3.4.5Datavalidation
Datavalidationprocessmeanstovalidateortoverifythetrustworthinessofdata
gatheredfromthesites.Theideaofdatavalidationwastoestablishafactthatweneed
morethanonesourceofinformation(Bogdan&Biklen,1998,2007).Validationor
verificationofdatameantthatmanysourcesofdatawerebetterinastudythanasingle
sourcebecausemultiplesourcesleadtoafullerunderstandingofthephenomenawewere
studying.Inthisstudy,datavalidationsorverificationsweredonewithasmallteamofa
MasterTrainer,aDistrictTrainer,andaseniorEnglishteacherintheBondowosodistrict.In
thisprocedure,theverificationofthedatawasnecessaryinordertoreducemyown
opinions,prejudices,andbiasesaboutmultiplefactsorrealitiesinthesociety.Thus,I
validatemynarrativeaccountbytriangulatingteachers’perceptionorreflectionwiththe
otherparticipants’opinion.
Validationswereemployedbymemberchecking,datasources,searchingfor
disconfirmingevidence(Creswell,2012).Membercheckingwasoneofthestrategies
engagedinthisresearchwhencomingtothesitesandwhendatahavebeentakenIwas
awaretocrosscheckthedatafromoneparticipanttocomparewithinformationfromother
participants.Moreoverdatagatheredfromaninterviewandobservationwereverifiedby
documentanalysis.Forexample,validationresultsfromthefocusgroupdiscussions
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indicatedthattheimplementationofcommunicativelanguageteachinginfluencedteacher
trainingmostasthemeansofimprovingthequalityofteachingandlearningEnglishinthe
localcontext.
Figure3.1presentedbelowisflowcharttosummarisethedataanalysisprocess:
Figure3.1.Dataanalysisprocessandgoalofeachprocess
Inconclusion,thismethodologychapterreflectsthewayIconductedthefullstudy.
Itprovidesaqualitativeresearchapproachemployingnarrativesthatidentifiedparticular
issuesofpedagogicpracticesinruralIndonesia.Explicitstagesofthestudyincluded
preparation,datacollection,anddataanalysis.Thepreparationcompriseddesigningthe
instrumentsneededforthedatacollection.Thenextstageofdatacollectionconsistedof
narrativeinterviews,classroomobservations,documentanalysis,andfocusgroup
discussion.Thecollateddatawerethenanalysedincorporatingatranscriptionprocess,
followedbycategorisinginformation,thematicanalysing,interpretingandtranslating,data
validatinganddrawingconclusions.Thisresearchmethodologyisthebasisforportraying
andunderstandingthesituationandsocio-conditionofclassroompedagogicpracticeasthe
outcomesofasustainedELTprogramcarriedoutbyELTIS.
1.Transcribing(totranscribeallthe
datasgathered)
2.Categorising&Systema]cCoding(tocategoriseandgivesamecodeforsimilaracyon/expression)
3.Thema]cAnalysing
(tofindthemebasedoncategory)
4.Interpre]ng(tomakesenseoutofthedata/meaningmakingincluding
translayonprocess)
5.Valida]ng(toverifyorcheck
trustworthinessofthedata)
6.ConclusionDrawing
(todrawconclusions)
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CHAPTER4
RESEARCHRESULTSANDFINDINGS
PEDAGOGICPRACTICEANDSOCIO-CULTURALCONDITIONS
Introduction
Thepreviouschapterdiscussedtheresearchmethodologyincludingresearchdesign,data
collectionmethods,anddataanalysismethods.Thischapterpresentsresearchfindings
fromthedocumentanalysis,interviews,observations,andfocusgroupdiscussions.The
organisationofthischapterisbasedontheelementsofthefirstandsecondresearch
questions:(i)“HowhavethesuccessfulteachersofEnglishatMadrasahTsanawiyah
adaptedtheirpedagogicpracticesinceELTIStrainingwithinthesocio-culturalconditionsof
ruralIndonesia?(ii)Whatmotivationalandclassroommanagementstrategieshaveteachers
developedinteachingEnglishandwhathasbeentheimpactontheirstudents?”This
chapterdiscussespedagogicpracticesincludingmotivationalandclassroommanagement
strategiesengagedbytheteachersandtheirsocial-culturalcontext.
4.1PedagogicPractice
It was a rainy morning in an early rainy season, bu Nadifah, the English teacher of MTs. Miftahul Ulum, Tenggina, Pamekasan rode her 1978 motorcycle. She wore a yellowish green raincoat and put her red helmet on and she looked even bigger than Valentino Rossi. Under the rain she was riding her Honda that has accompanied her for more than fifteen years now on unpaved, slippery and rocky rural roads. As she reached the school she found the school’s wooden gate was half wrecked from last night’s thunderstorm. Some students stood beside the gate holding banana leaves as their umbrella. When observing her classroom practice, I asked her why she kept on teaching in such condition; she said that she had been teaching in this school more that twelve years. She wanted to maintain her profession as a teacher and most importantly she loves the children.
(FromfieldresearchinPamekasan,September2014)
ThissectionbeginswithastoryaboutBuNadifah.Thisstoryillustratedthe
conditionsexperiencedbyteachersinruralmadrasahs.Althoughprivateruralmadrasahs
aregenerallymarginalisedintheIndonesianeducationsystem,theyoftendemonstratethat
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theycanbesustainedovertime.Tounderstandthepedagogicpracticesofteachers
retrospectively,IhaveusedananalysisofELTISandMinistryofNationalEducation
documents,alongwithinterviewdataandobservations.
AsexplainedinChapter3,thedocumentanalysisincludedarangeofELTIS
documentsandMinistryofNationalEducationdocuments.TheseareshowninTable4.1,
whichalsoshowstheabbreviationsthatareusedthroughthischapter.
Table4.1Documentsthatwereanalysed
SourceandYear NameoftheDocument Abbreviation
MoNE-2004 Kurikulum2004StandarKompetensiBahasaInggris
Kurnas-2004
MoNE-2006 PeraturanMenteriPendidikanNasionalNomor22Tahun2006
MoNE-Permen
ELTIS-2007 CourseDesignDocument CDD
ELTIS-2007 TrainingManual ETM
ELTIS-2009 ExitSustainabilityReport ESR
ELTIS-2010 ActivityCompletionReport ACR
4.1.1Documentanalysis
ThedocumentsforthisanalysiswereobtainedfromELTISdesigndocument,
trainingmanuals,anindependentcompletionreport,anexitsustainabilityreport,andfinal
activitycompletionreport(seetable4.1).Thisdocumentanalysisisimportanttogiveaclear
descriptionofthesituationandconditionsinwhichtheELTISprojectwassetupbetween
2007and2010.Thedocumentanalysisoftheinitialsituationisthencomparedwiththe
situationandconditionstoday.
TheELTISdesigndocument,sectionConsolidationActivityTR1170,showedthat
thecentralmethodologyofLAPISfacilitationwasthatofprogressiveengagementwitha
rangeofpartnerorganisations,inordertodesignandimplementarangeoftargeted
activitiesthatreflectthebroadgoalofLAPISwhichwastocontributetopovertyreduction
andsustainabledevelopmentinIndonesiathroughassistancetotheIslamicSchool
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Sector/ISS(ELTIS_CDD_1a).BasedonELTISmonitoringandevaluationprocesses,theproject
hadreportedthatthestandardoftheEnglishteachinginEasternIndonesiaincludingEast
Java,WestNusaTenggara,andSouthSulawesiwasraised.However,thecontributionto
povertyreductionwasnotclearlyachievedsinceassistanceintheareaofeducationdidnot
influencepovertyreductiondirectly.Infactitshowedthatpovertyreductionisnotashort
termgoal.
ThepedagogicpracticeprevioustoELTIStrainingwasdescribedinthedesign
documentas:“Atschoollevelitwasknownthatteacherswereadoptingfairlytraditional
stylesofteaching,whichtendedtobeteacher-centredandtext-bookdriven,withlittle
evidenceoflessonplanning.Englishlessonswereoftentaughtthroughthemediumofthe
Indonesianlanguage,withmanyinstancesoflongteacherexplanationsofgrammatical
pointswithoutanycontextualisation,followedbymonotonousexercises.”(ELTIS_CDD_1b)
ItwasalsoreportedintheELTISdesigndocumentthatteacherswereoftenusing
cheaplyproducedstudentworksheetscalledLembarKerjaSiswa(LKS),whichbesidesbeing
poorinquality,oftenprovidedanold-fashionedandinappropriatemodelofEnglish,witha
focusonreading,writingandgrammar.Thedocumentsaysthattheteachingmodelhas
beenfoundnoteffectiveinmotivatingstudentstolearnEnglish.Furthermore,some
teacherswerereportedthattheirEnglishskillshaddeterioratedsinceleavinguniversityor
teachertrainingcollegeastheynolongerhavetheopportunitytopracticeEnglishregularly
tomaintainahighleveloffluency(ELTIS_CDD_1c).
ItappearedthatthenationalcurriculumchangehadimpactedonEnglishlanguage
teachinginjuniorsecondaryschoolsincludingmadrasahTsanawiyah.Aparticularchallenge
forteachershadbeenlearninghowtocomprehendandimplementboththenew
Competency-BasedCurriculumintroducedin2004(Kurnas-2004),aswellastheSchool-
BasedCurriculumintroducedin2006(MoNE-Permen).Thenewlyintroducedcurriculum
requiredteacherstohaveupgradedlanguageskillsparticularlylisteningandspeaking,and
enrichedteachingstrategiesforthenewcompetencyaswell.Therewerenotenough
trainingandsocialisationofthenewcurriculumexceptlittleinformationbutnotsubject
specific.Tocomplicatematters,teachersinprivatemadrasahsarenotwell-paidandschools
arenotwellfunded.
DatagatheredfromELTISdocument(ActivityCompletionReport)showedthat
ELTIShadtrained61MasterTrainer,771Englishteachers,andadministrationstaffand
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schoolprincipalsfromthreeprovincesofEasternIndonesiaforaboutthreeyears
successively.Oneoftheimportantachievementsforthistrainingwasthelongtermhuman
investmentof,forinstance,internationallyrecognisedcertificatesofCambridgeUniversity
ESOLICELT(In-serviceCertificateinEnglishLanguageTeaching)for61mastertrainersall
overIndonesia(ELTIS_ACR).
ThedatafromELTISActivityCompletionReportdisplayedevidencethatELTIS’s
endeavourshaveshownrelevantbenefitsinminimisingthecomplicateddrawbackof
teachingstrategiesandinstructionalmaterialsorresources.Changesinclassroom
behaviourhadbeentheotherkeybenefitinimprovingteachers’capabilitiesinthe
classroompractices.Teachershadessentiallychangedtheirstrategiesfromteacher-centred
teachingtostudent-centredactivitiesthroughlanguagegames,pairwork,groupwork,and
otherafunandauthenticlearningactivitieswhichfocusedonimprovingstudents’
motivationandengagementinlearningEnglish.Theteachersalsodemonstratedtheirability
inadaptingmaterialswhichmeetstudents’needsintotheircontext.Table4.2showsthe
changesmadebytheteachersintheirclassroompractices.
Table4.2Differencesidentifiedbythedocumentanalysis
BeforeELTIS AfterELTIS
• Teachersemploytraditionallearningmethod
• Teacher-centredandtext-bookdriven• Littleevidenceoflessonplanning• Usingcheaplyprintedstudentworksheets
withold-fashionedandinappropriatemodelsofEnglish
• Focusongrammarwithmonotonousexerciseswithoutcontextualisation
• Ineffectiveteachingmodelforimprovinglearningmotivation
• Teachersemployfunandauthenticlearningactivities
• Engagelearner-centredapproach• Meaningfulcommunicativeactivities• Engagestudentsinpairworkandgroup
work• Teachersadaptmaterialstomeet
students’needintheircontext• Focusonimprovingstudents’
motivationandengagementinlearningEnglish
4.1.2Interviewresults
MaininterviewswereconductedwiththeeightEnglishteachersofMadrasah
TsanawiyahintheselectedruralareasofEastJavatounderstandtheirexperiencepriorto
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beinginvolvedintheELTIStraining.TheinterviewsinvestigatedtheirpracticewhileELTIS
wasestablishedin2007-2010,andafterthetrainingwasterminatedin2010.Inorderto
followthepresentationofthedatainthissection,theinterviewresultsarepresentedusing
atopdownmodel.Thismodelallowsmetoorganisetheresearchresults.Istartedwiththe
ELTISauthority;firstwiththeteamleader,andsecondwithregionalcoordinator.Thenext
procedureistheresultofinterviewswithmasteranddistricttrainersfollowedbythe
interviewresultswithteachersandprincipals.
• InterviewresultswithELTISteamleaderandregionalcoordinator
TheinterviewwithoneoftheELTISauthoritiesshowedthattherewere
complexitiesofproblemsencounteredbytheIslamicjuniorsecondaryschoolteachers.
AccordingtotheELTISteamleader,duringtheprojectdesignphase,itwasidentifiedthat
mostteachersofMadrasahTsanawiyahinthethreeprovincesdemonstratedalackof
knowledgeandEnglishskillsespeciallytheteachersofprivatemadrasahs.Therewasa
crucialgapbetweenstatesorgovernmentfundedmadrasahsandprivatelyoperated
madrasahs.Astatemadrasahhasalwayshadgoodfacilitiessupportedbywell-paid
governmentcivilservantteachers(PegawaiNegeriSipil/PNS)whohavehadgood
opportunitiestoattendregularin-servicetrainingorspecificworkshopsorseminars.In
contrast,privatemadrasahhadstruggledtoprovidestudentswithresourceswhichwere
dreadfullylimitedintheirschools.TheELTISteamleaderexplained:
Wedidalotofresearchinthedesignphase…Asyouknow,asagurunegeri(government-paidteacher)theyarecalledinforregulartrainingprogramsandseminars,butteachersinprivateschool,sekolahagama(religion-basedschool)sekolahnonagama(secularschool)MTsorevenSMPIslamSMPswastabiasa(regular-secularjuniorhighschool),teachersgenerallydon’tgettrainingopportunitiesfromthedinas(localdepartmentofeducation)becausetheyareinprivateschools,onlyinstateschoolsprovidesometrainings.Soweknewthatthereweremanymanyteachersthatneverhaveanopportunitytohavetraining.Andalsothereweremanymanyteacherswhoarenotqualified.Justnotevenunderqualified-theyjustnotqualifiedatall,yeah,likeIsaidyesterday;theycansay“hello”,“goodmorning”,and“goodbye”andthenyayasansaid“okayyoucanbeourEnglishteacher.(Interview:CB_ETL_pp2)
Numerousteachersinthe‘tapalkuda’(horseshoe)regionsincludingBondowoso,
Probolinggo,Situbondo,Sumenep,andPamekasanwerenotqualified.TheELTISteam
leaderintheinterviewstressedthattherecruitmentprocessforbeingateacherofEnglish
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inmadrasahwasunderstandard.Ifyayasanhadchosenateacher,theteacherwouldbe
givenprivilegeandshe/hewasseenbyyayasanasthebestteacherlefttoteachEnglish.
TheELTISteamleaderstatedthattheselectionofEnglishteacherwas“scary,”awordshe
usedjokinglytostatethattherecruitmentprocessofateacherinamadrasahdidnotmeet
professionalstandards.Itisimportanttomeetthestandardofprofessionalisminwhicha
teachershouldholdabachelordegreeinEnglisheducationoratleastdiplomainEnglish.
ButmostteachersinthedistrictsofBondowoso,Probolinggo,andPamekasanhad
graduatedfromMadrasahAliyah(Year12ofIslamicsecondaryeducation).Whenthisdata
collectionwasconductedin2014manyteacherswerestillintheprocessoffinishingtheir
bachelordegree.EleventeachersindistrictofBondowosowereidentifiedtakingbachelor
degreeinEnglisheducationinanIslamicUniversityinJember,EastJava.Thissituationwas
oneoftheresultsofELTIStraininginmotivatingteacherstomaintaintheirprofessionalism.
ELTISwascommittedtoqualityenhancementinmarginalisedmadrasahs.In
designingtheprojectbeforeitwasimplementedELTIShaddoneaneedanalysisstudyin
thosedisadvantagesareas.Thestudywasresearchingtowhatextenddidtheteachersand
theschoolsinthoseareasneedimprovement.Theprojectwasthendesignedinorderto
meettheteachers’andschools’needswhichinturncouldhelpenhanceteachers’
capabilitiesindeliveringEnglishlessons.Theultimategoalofthisprojectwastoimprovethe
EnglishlanguageabilityofthestudentsofMadrasahTsanawiyahthroughthetrainingfor
theirteachers.TheELTISteamleaderexplained:
Whenyouseedesigndocument,youwillseethatwevisitedquitealotofplacestodecidewhereweshouldmakethisourasourfocus.Andweknewthatbigcitieswerenotsotheywerenotsomuchneedbuter…smallerplacessuchastownsinEastJava.WewenttoMakasaractuallybutifyoureadfromthedesigndocumenttheynoneeditsowechoseWatampone.AndthenLombokwefocusedoner…MatarambutactuallywecalledteachersfromupperpartsofLombokandGiliIslands.Sowereallytriedtoreachtheteacherswhoactuallywouldgenerallyneverever[intonationraising]haveopportunitytoreceiveanytraining…Weknewthatthereweremanymanyteachersthatneverhaveanopportunitytohavetraining.(Interview:CB_ETL)
Likewise,theregionalcoordinatorhadidentifiedtheproblemencounteredbythe
Englishteachersinthoseruralmadrasahs.Oneoftheproblemswasaboutteachers’English
proficiency.GenerallyEnglishteachers’proficiencyinprivatemadrasahswasextremelylow.
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Theprojecthadidentifiedthelackofteachers’knowledgeofteachingmethodologyinone
handandEnglishlanguageproficiencyintheotherhand.Basedonaneedanalysisstudy,the
projectsetthetrainingobjectiveandmaterialstoupgradeteachers’linguisticknowledgeand
skills,thencewascalledEnglishLanguageUpgrading(ELU)course,continuedbyteaching
methodologytrainingcalledCommunicativeEnglishLanguageTeacherTraining(CELTT).The
ELTISregionalcoordinatorforEastJavaconfirmed:
Weidentifiedthefactthater..teachersespeciallyEnglishteachersatMoRAwasnotonlylackingintermsofmethodological[paused]hmm…things…methodologicalissuesrelatedtohowtoteachEnglishbutalsotheirabilityinEnglishalsoneedtobeimproved.Sothat’swhythenwhenwecontinuefurtherbygivingtesttothemwhethertheirabilityisreallylowornot,thenwetriedtoputthemina…ina…levelaccordingtotheirlevelsandthenit’sknownthatmostoftheteacherslateronareputinEnglishLanguageUpgradingtraininglevel2andonlyandonlyaverysmallnumbersofthemreachedELUlevel4.ItshowedthattheystillneedEnglishLanguageUpgradingtraining.Basedonthiswedesignaprogramwhicher…incorporatenotonlymethodologicaltrainingbutalsoto…to…improvetheleveltheEnglishabilityoftheteachers.(Interview:Reco_sby_pp2)
Fromthosetwointerviews,itbecameclearthatthetrainingwasintendedto
benefitteachersandotherstakeholdersintheaspectsbelow:
• capacityenhancementofpartnerinstitutions• strengtheningprovincialanddistrictsupportservice• developmentofsupportframeworktoimprovetheteachingofEnglishin
MadrasahTsanawiyahintheselecteddistricts• teacherprofessionaldevelopment• ateacherdevelopmentmodelthatwaspiloted,tested,andrefinedtoensure
thatitwassustainable,replicable,andcouldbescale-upinthelongerterm• buildingnetworksandrelationshipacrossstakeholdersandpartnergroups
acrosslevels
Theextentoftheprojectimpactsonpedagogicpracticeandteachers’capabilityin
adaptingELTISstrategiesintotheirclassroomsintheirsocio-culturalconditionareshownin
theinterviewresultswithteachersandprincipalsbelow.
• Interviewresultswithteachersandprincipals
Thedatagatheredfrominterviewswiththeteachersindicatedthatpriortojoining
ELTIStrainingthereweredifficultiesinteachingEnglish.Theidentifiedfactorsarethatthe
teachers:
• hadalackofknowledgeandskillsinEnglish
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• werepoorofteachingstrategies
• hadlimitedteachingresourceormaterial
• werefollowingatextbookorlowqualityprintedstudentworksheets
Fromteachers’livedexperiences,thenarrativeinterviewresultsshowedthatthey
knewhowtoenactmaterials,teachingmethodology,classroommanagement,and
motivationalstrategiestheygainedfromELTIStraining.Itwasanimpressivefindingthatthe
teachershadadaptedtheirpedagogicpracticeandimprovedtheircapabilitiesduringELTIS
traininginquiteshortperiodoftime.Thequotesbelowprovideevidencefromthenarrative
interviewwiththeEnglishteachers,thefirstonefromateacherInaruralmadrasahinthe
Bondowosodistrict:
BeforefollowingtheprogramofELTISIteachmystudentser…onlyIgetfromthebookthenthereisnogames,thereisnoer…somethinglikewhatIlearnedinELTISya.Forexample,whenIgotsometopicinthebook,thenIwriteitontheblackboardandIaskmystudenttoreaditandthener…Itranslateiter…inIndonesianer…sometimeIaskmystudenttowritesentencesfromthebooker…ontheboardandcheckthemeaninginer…dictionary.ButafterfollowingELTISprogramitisdifferentwaytoteachsoI’mveryhappyfollowingtheELTISprogram.Thener…atthefirsttimeIteachEnglishtheydislikeEnglishsomuch.AfterIer…usingtherules,anyruleintheELTISprogramtheyloveEnglishverymuch.(Interview:TB2_pp1)
Theaboveinterviewshowsthatthechangesinteachingpracticeoccurredoncethe
teacherhaddonetheELTIStraining.InaboutthreeyearsELTISwasabletochangethe
teachers’viewandgiveawiderperspectiveonteachingEnglishafunandauthentically.The
teacherwasalsoequippedwithskillsinadaptingmaterialsanddeliveredthelesson
effectively.Theteacherwasveryenthusiasticinacceptingnewlylearnedteaching
methodologycarriedoutbyELTIS.Changewasalsonotedinthestudents’behaviour.The
studentspreviouslyhatedEnglishbecauseitwasadifficultsubjecttolearn.However,when
theteacherimplementedtheELTISway,thestudents’behaviourchangedfromhatetolove.
Theknowledgeoflanguagepedagogygainedbytheteachersshowedthatthetraininghad
beensuccessfullycolouringthewaytheteachertaught.
Mostoftheteachersadmittedthatintheirpreviousexperience,theyusuallyused
traditionalmethodsfordeliveringalesson.Butafterthetraining,theirknowledgeandskills
hadenormouslyimproved.InaninterviewwithanotherteachernamedAisa(apseudonym),
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whenaskedaboutthedifferencesintheirteachingbeforeandaftertheELTIStraining,she
narrated:
Before(ELTIS),IthinkIusetoteachusingconventionaltechnique,forexample,likestudentslikeer…always…thecommonpracticeis,“openyourbook,thispage…”Ionlyexplainsomethingandthenstudentstrytoer…trytowriteordosometasksafterIexplain... thentheyrepeataboutwhatwesaid,forexample,weexplainaboutvocabularyandthentheyjustcopiedwhatweweresaying.Ya.Againtheyer…repeataboutthevocabularyforexample,maybeer…”youhavetomemoriseabouter…”Igivethemtwentyorthirtynewvocabularytheyhavetomemoriseattheirhome,andthenafterthatwhenwemetagaininthenextweektheyhavetoer…maybeIcalltheirnamethentheycomeinfrontoftheclassandthentheyer…theytelltotheirotherfriendsthevocabulariesthattheyhavelearned.Forexample,“chairiskursi”ormaybethesubjectisaboutcolourandthentheyhaveer…theyjustsaider…”redmerah,yellowkuning,”untilthirtynewvocabularythattheyhavetomemoriseathome,likethat.AndthenIgivethemcommand,“Ok,openyourbook,yourtask,oryourworksheetorLKSnow,andthentheyhavetodonumberoneuntilnumbertenandthenyouhavetodothis[laughter]likethat.ButafterjoiningELUweknowthatsomematerialsandtechniquesmaybebasedonthetopicandsomeofthemer…basedontheproblemsolving.Forexamplelikenarrative,whenwelearnaboutgenretype. Ya,aboutpassageofnarrativetextaboutcriminalaboutprofessionalliketheproblemsthenwesolvetheproblem,veryafunandauthenticlearning,Ithink.Youknowaboutlotsofer…gamesandsongandthenwedidbrainstormingwedidn’tdointheconventionaltechniquesanymore.(Interview:TB3_pp1)
TheabovestoryconfirmedthattheteacherwasfortunatetobeinvolvedinELTIS
training.Previouslyshefeltfrustratedthatshecouldnotfindatechniquethatengagedher
studentstobeactive.Sheusedtoemploy“openyourLKStechnique”wheresheassigned
studentstodoexerciseoneuptoten,thenaskedthestudentstorepeatthesentencesshe
read.Tofollowuptheactivity,sheaskedherstudentstocontinuereadingsentencesfrom
theworksheetwithoutfurthermeaningfulactivities.ButafterfollowingELTIS,sheclaimed
tolovethemethodsshegainedfromthetrainingbecausethemethodswere
implementableinhersituation.Shealsofeltateasetoadaptmaterialsthatmadeher
studentsimprovetheirEnglish.
Shemadeafundamentalchangeinbehaviourfromcommonpracticeconsidered
tobeconventionalteachingtechnique,forinstance,memorisationof“thevocabularyof
colours”intoELTISstrategywheretopic-basedandgenre-basedlessonswereenactedina
morecommunicativelanguagelearningactivity.Moreover,theuseoflanguagegamesmade
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herlessonsmoreenjoyableforlearningwherestudentswereabletocommunicatetheir
ideasin,forexample,problemsolvingtasks.Shedidnotassignstudentstomemorise
twentytothirtywordsadaywithoutmeaningfulactivityanymore.Shefeltassuredthat
shehadleftbehindpreviousconventionaltechniquesofteaching.
Further,thedatatakenfrominterviewwithtwoschoolprincipalsinvolvedinthis
studyconfirmedthatELTIStrainingwasbeneficialtotheteachers’pedagogiccompetence.
Throughhisexperiencebeingprincipalforseveralyears,theprincipalinBondowosodistrict
believedthatteachersgainedatleasttwobenefits.First,byobtainingprofessionaltraining,
teachersimprovedthequalityoftheirEnglishteaching.Thisqualityimprovementwasone
oftheimportantoutcomesofteachers’professionaldevelopment.Teachersnolongerfelt
inadequateaboutprovidinginterestingtopicsormaterialsfortheirlessons.Theyfelt
confidentwithhowtodeliverthelessonusingparticularstrategies.Andthusthetraining
hadreallyfuelledteacherswithammunitiontobepedagogicallycompetent.Secondly,by
followingELTIS,teachersknewhowtoengagestudentsinactivelearning.Students
experiencedenjoyableandauthenticactivitiesintroducedbytheirteachers.Andtheclass
wasnotboringandEnglishwasnolongertobeavoided.
Theschoolprincipalaffirmedthat:
DarisegalaaspekELTISitusangatbermanfaatpak.Yangpertama,gurumendapatkanpelatihanpeningkatankualitasmengajarsecaraprofessional.Merekamendapatkanpelatihanmengenaitehnikmengajaryangberagam.Pendekatanyangmenyenangkan.Iniadalahmanfaatutamauntukguru.Yangkedua,denganmengikutiELTISgurutahubagaimanamembuatsiswaaktifdalambelajar.Aktifitassiswaadalahaktifitasbelajaryangmenyenangkan.Tidakmembosankan.PakIwa,seringceritakepadasayabahwaseharusnyapembelajaranituberpusatpadasiswa,bukanpadaguru.(Translation:ELTISwasverybeneficialfromallaspects,sir.First,teachershavegotprofessionaltrainingtoimprovethequalityofEnglishteaching.Theyhaveobtainedvariousmethodsinteaching.Itwasafunlearningapproachwhichwasthemajorbenefitforthem.Secondly,byfollowingELTIS,teachersknewhowtomakestudentsactiveinlearning.Students’activitieswerefunandauthentic.Itwasnotboring.Mr.Iwa(theEnglishteacherinthismadrasah)oftentoldmethatstudents’activitiesshouldbecentredonstudents,notonteachers.)(Interview:Prin2_pp2)
Whenaskedwhytheteachersshouldenactastudent-centredapproach,andwhy
notteacher-centred,heexplainedthatiflearningwerecentredintheteacher,theonewho
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learnedwastheteachernotthestudent.Thusinordertoachievegoodoutcomesand
teachingandlearninggoals,itwouldbebettertosetastudent-centredactivitywhen
teachingEnglish.
Theinterviewresultswiththeprincipalsintheotherdistrictconfirmedthatthe
principalsofmadrasahTsanawiyahinthedistrictofProbolinggowhowereincorporated
withPrincipalsSupportGroup(MusyawarahKerjaKepalaSekolah/MKKS)hadagreedto
employstudentcentredapproachinEnglishteachingforpracticalbeneficialreasons.They
hadwitnessedthechangeinclassroombehaviourinwhichstudentsweremoreenthusiastic
andengagedinlearningEnglish.
Thefindingsfromtheinterviewresultswithteachersandprincipals
• PriortojoiningELTISmostteachersintheareas:
- lackofknowledgeandskillsinEnglish- arepoorofteachingstrategies- havealimitedteachingresourceormaterial- followtextbookorlowqualityprintedstudentworksheet
• AfterfollowingELTISprogram,theteachers:- madefundamentalchangesinbehaviourfromaconventionalteachingtechniqueintotopic-basedandgenre-basedlessonsinmorecommunicativelanguagelearningactivities
- knewhowtoenactmaterials,teachingmethodology,classroommanagement,andmotivationalstrategies
- confirmedthatstudentslovedtheELTISmaterialsandstrategies
• Theprincipalscommentedthat:- ELTIStrainingbenefittedteachersinimprovingtheirpedagogiccompetence- teachersimprovedthequalityofEnglishteaching- teachersknewhowtoengagestudentsinactivelearning- theyagreedtoemployastudentcentredapproachinEnglishteachingforpracticalityandbeneficiaryreasons
4.1.3Classroomobservationresults
MadrasahTsanawiyahEnglishteachers’pedagogiccompetencehasbeen
determinedbytheextentofhowteacherseffectivelyengagedstrategiesfromELTISand
howlanguagewasacquiredbystudentsinparticularsituation.Intheclassroomvisits,I
observedhowtheyprepared,implemented,andreflectedontheirteaching.Theteachers
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saidthattheyhadneverbeenabletodothoseactivitiesbeforetheyjoinedELTIStraining.
ELTIShadfocusedonkeyprinciplesofcommunicativelanguageteachingandbasic
classroomplanningandmanagement.ELTISprinciplesincludedlessonplanning,managing
theclass,usingvisualaids,errorcorrection,teachertalk,andarangeofteaching
techniques.
Theobservationresultsinthissub-chapteraredividedintothreeprocedures:
lessonpreparation,classroomteaching,andteacherreflection.Inlessonpreparationthe
focusoftheresultswasonhowteacherspreparedlessonsusingELTISsuggestedstrategies.
Inclassroomteaching,itwashowteachersimplementedwhattheyhadprepared.In
reflectionphase,thebenefitsandhandicapsinthepreparationandimplementationphases
arerevealed.
a. Lessonpreparation
TheeightclassroomsIobservedweremostlysmallclassesrangingbetween13and
28students.Someschoolsweremixedboysandgirls,someschoolsseparatedthestudents
intosinglegenderclassroomssuchasattheMTsDarulLughohwalKaromahandMTs
WalisongoinProbolinggodistrictwhichonlyhadgirls.IntheobservationsIfoundthatthree
teachersalwayspreparedalessonplanforeverylesson.Theywerewellpreparedandput
whattheyhadwritteninthelessonplanintopractice.Threeteacherswrotelessonplans
onceinasemester.Theycompiledlessonplansinthebeginningofeachsemesterbecause
theyconsideredthismoreeffectivethanpreparingeveryindividuallesson.Twoteachers
preparedlessonplansonceayear.Theyestimatedtohaveplannedtheirlessonseveryyear
andthesecontainedonlyoutlines.Bothteacherssaidtheyhadthelessonplanintheirmind.
Intheclassroomteaching,thefirstthreeteachersweremoreeffectivebeingwell
prepared.Theyfollowedlessonstagesthattheyhadwritteninthelessonprocedurethey
attainedfromELTIS.Iwitnessedthattherewereaimsineverystage(seeAppendixF:a
lessonplan).Thestageaimshelpedtheteachersachievethemainaimofthelesson.The
studentslookedenthusiasticinfollowingthelessonaswell.Thesecondthreeteachersalso
easilydeliveredlessonslikethefirstthreeteachers.Theyappearedconfidentaswell.The
lasttwoteacherswereawareoftheimprovementtobemadebypreparingalessonplan.
Theydidnotprepareiteverylessononpurpose.Oneoftheteacherssaidthatthelesson
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plan“isinmyhead”(Int_TP3).Similarly,theotherteachersaid“Ihavemasteredthelesson
plan,sir”(Int_TB2).Intheclassroompractice,oneofthetwoteachersencountereda
problemthatwasnotwell-anticipated.
Theobservationresultsonteachers’preparationforalessonidentifiedthatthey
followedtheprocedureofarrangingalessonplanpriortoclassroomteaching.Further,the
datademonstratedthatteachersfounditimportanttopreparealessoninalessonplan
format.Observably,thosewhopreparedtheirlessonswellfoundtheirlessonplanusefulto
easethedeliveryofmaterials.Thelessonplanalsoledthemtokeeptheactivitiesrunning
well,stagebystage.Conversely,thosewhowerenotwell-preparedfounditdifficultto
anticipatepotentialproblems.
Furtherobservationresultsshowedthatmostteachershadwrittenand
documentedthelessonplansinschoolfilesandtheyputthemintheschoolofficethus
otherteacherscouldaccessthem.Someteacherssharedtheirlessonplanwithother
teachersandsharedideaswhentheyheldMGMPmeetings.Salam,ateacherinthe
Bondowosodistricttoldmethatareviewoftheirlessonplanwasusuallydoneafterthe
semestertestorwhentherewasaMGMPmeeting.Theothersubjectteacherssuchas
BahasaIndonesiaandSocialsciencealsowantedtocopySalam’slessonplan.
Apartfromthelessonplans,theobservationresultsshowedthattheteachers
preparedlessonaidsincludingpictures,languagegameaids,supplementarymaterials
(Islamicresourcepack),maps,andrealobjects.Itisimportanttonoteherethatlessonplans
andmaterialstheypreparedhavehelpedtheirschoolsimproveaccreditationandschool
evaluationprocessbythelocalministryoffice(seeAppendixF:alessonplan).
Thefindingsonlessonpreparationcanbesummarisedas:
• Theobservedteachershavedemonstratedabilityinpreparingalesson• Theteachersconfirmedthatalessonplanisimportantbeforeclassroomteaching• Awell-preparedteacherachievedabetteroutcomeshowninthestudents’
enthusiasmtofollowthelesson,incontrastanotwell-preparedteacherfounditdifficulttoanticipatepotentialproblems
• Lessonplansarebetterfiledinschoolstoeaseotherteacherstoaccessthem• Supplementarymaterials(aids,pictures,maps)arealsoimportantinpreparation
ofalesson
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b. Classroomteaching
1. ObservationinBondowoso:
MyobservationsinthedistrictofBondowosofocusedonthreerural
madrasahs.Iusedpseudonymsforthenamesoftheschools,thenamesofthe
teachers,andthenamesofthestudents.
TheobservationconductedinMTsNurusSalamandotherdatagatheredwas
retainedasSalam’sclassroomprofile.Theclassconsistedof27students,15girlsand
12boysbutonly24studentsattendedonthedaythatIobservedtheclass.Mostof
themhadbeenlearningEnglishsincegrade5ofElementarySchool.Iwasnot
convincedthattheyhadlearnedmuchinordertomasterEnglish.However,the
studentswereeagertofollowthelesson.
Someboysdominatedtheclassroominteractionandsometimestheywere
disruptive.ThissituationwasgivingSalamextraworkindealingwithafewdisruptive
boysintheleftrowoftheclass.Hewasnotateaseinclassroommanagement,in
controllingtheclass.TheteacherseparatedFerryfromIwan,Ferry’sdeskmate.
AfterafewminutesFerrychangedhismannertobemoreattentivethanbefore.The
girls,ontheotherhand,paidbetterattentionthantheboysintheclass.
Thegirls,ingeneral,werequieterthantheboys,andmoreattentivetothe
lessongiven.Theyraisedtheirhandstorespondtoquestionsraisedbytheteacher
andweregenerallywellbehaved.Farahwasthemostcourageousandafastlearner,
inthesensethatshequicklyansweredtheteacher’squestionswithouttakingmuch
timetothink.Ameliaseemedtobequiteanxiousinansweringthequestionsraised
bytheteacher.Shedidnotlookpreparedtoparticipateintheclassactivity.Silvia,
althoughshyandsilentwasabletofinishwritingthetaskwell.Bella,whoaccording
totheteacherwasoneofthesmarteststudents,seemedtobereluctanttojointhe
classandInoticedthatshewaswritingsomethingonapaperpayingnoattentionto
whatwashappeningintheclass.Sheseemedtobethinkingaboutsomethingelse.
Thedataindicatedthattheclass,inparticular,seemedtoenjoyworkingona
collaborativeactivity.Theteacherdemonstratedclassroommanagementskills
concerningdiscipline.Salamwasabletoseparateaboyfromhisdeskmatebecause
theyweredisruptivecompanytogetherandtheyweredisturbingtheotherstudents.
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ThenextschoolIvisitedwasMTsBustanulUlum.Iwa’sclassroomcomprised
thirteenstudents,sevengirlsandsixboys.Thegirlsseemedmoreenthusiasticthan
theboys.WhenIwaassignedindividualstorytellingtasks,thegirlsraisedhands
offeringimmediatelytotelltheirstories,whiletheboyswerelessforthcomingand
appearedcalm.IwasetuptheclassbyorganisingaUshapeor“horseshoe”shape.
ThatseatingarrangementwasafrequentlyusedELTISstrategy.Thechildrensat
facingeachotherinapleasurableatmospheresotheycouldseeeachotherasclass
members.Anotherbenefitofthisseatingarrangementwasthattheteacherwasable
tomonitoreverysinglestudent,andeasilymanagedthemdespitethelargeclass
size.
Duringthe45minutelesson,IwatriedtogiveinstructionsmostlyinEnglish.
Hetranslatedhisinstructionsespeciallywhenstudentsdidnotappeartounderstand
whattodo.Everytimehefinishedgivinginstructionshewouldaskthestudents
“Whathastobedone?”tochecktheirunderstanding.Byaskingwhathastobedone
afterinstructing,heenactedameaningmakingprocess.Thefollowingexamplewas
takenfromhislessontoshowthelanguageofinstructionheusedintheclassroom:
Iwaopenedthelessonbysayingassalamualaikumandintroduction.Hedemonstratedhisleadershipbyintroducingmetothestudents.Then,hewroteonthetopleftcorneroftheboard“SimplePresentTense”,andontherightsidehewrote“jobs”.Afterthat,heaskedstudentstonamesomejobsaftergivinganexample.Hewrote“teacher”,“farmer”,and“singer”,thenheelicitedideasfromthestudents.Hewrotethewordsunderthewordjobshewrotepreviously.
T:“Now,findanotherjobandmakeasentence!”S1:“Mymotherisasinger.”(Agirltriedtorespond)T:“Yes,correct,butit’snottruebecauseIknowyourmotherisnotasinger.Betul(Isshe)?Thensomegirlswerelaughing,“no,sheisn’t”answeredoneofthegirls.T:“Sowhatisyourmother’sjob?”S1:“em..iburumahtangga.”T:“apaiburumahtanggainEnglish,ayo.”S2:“ahousewife.”(Aboyanswer)T:“Good,excellent!Now,completesentence,Ria!”S1:“er..mymotherisahousewife.”T:“Welldone,Ria.”Thentheteachercontinuedtonominatestudentstomakeothersentencesas
heinstructedstudentsonfurthertasks.
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Thedatashowedthatthecontextualisationofthejobsofstudents’parents
indicatedagoodstrategyofteaching.Theteacher’sutterancetocommentonhis
student’sanswerwas“Yes,itiscorrect,butit’snottrue,becauseIknowthatyour
motherisnotasinger.”Thisutteranceindicatedthattheteacherwasabletodirect
thestudenttoansweronwhatwastheirrealsituation.Heappreciatedthestudent’s
answerbysaying“Yes,itiscorrect”meantthatthesentencewasgrammatically
correct,butitwasnotcontextualastheteacherknewthatthestudent’smotherwas
notasinger.Theteachermightnotknowexactlythatthestudent’smotherwasnot
asinger,butonethinghemightbesureofwasthattherewasnosingerinthe
village.So,hewasusingpersonalisationandhumourismaspartsofhisrepertoire.
DaythreeinBodowosoIobservedMTsAlHidayah.Itwasabrightmorning.
ThemadrasahislocatedinasmallvillagecalledLombokPujer.Ireachedtheschool
afteranhourdrivingfromcentraltownofBondowoso.Aisa’sclassroomwasyear
eightagedfrom12-14yearsoldstudents.Herclasscontained22students,12girls
and10boys.Thegirlsweremoreenthusiasticthantheboys.Thestudentswore
schooluniformprovidedbytheyayasan(madrasahfoundation).Mostofthe
studentscamefrompoorfamiliesandmanyofthemwereorphans.
Fromobservingherclassroom,Inotedthattheteacheropenedtheclasswith
assalamu’alaikumthensheaskedforattentionasthestudentshadnotbeenready
tostartthelessonafterhavingothersubjectinthefirstperiod.Thetopicwas“my
favouritefood”.Shestartedwithwarm-upactivitytobrainstormstudents.She
elicitedbyasking,“whatisyourfavouritefood?”Shewroteontheboardthewords
utteredbythestudents.Sheeffectivelyusedtheboardbydividingitintothree
columns.Shewrotevocabulariesintherightcolumnandsentencesinthemiddle
column.Shelefttheleftcolumnblank.Themiddlecolumnwaswiderthantheright
andleftcolumntohelpstudentscopythesentencesshehadwritten.
Inafollowupinterviewaftertheclass,Iaskedherwhyshelefttheleft
columnblank.Sheansweredthatsheusuallyusedtheleftcolumntoexplainthe
sentenceruleorgrammar.Shethoughtthatshedidnotneedtoexplaingrammar
todayasshefocusedonincreasingstudents’motivationtoproducesentences
particularlytoexpresstheirfavouritefood,andtonamelocalfood.Somefoodsdo
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nothavetheEnglishtranslationsotheteachergavestudentsthelocalnamesuchas
“bananakolak”.
Sheappearedconfidentandfriendlyandengagingaswell.Shebuiltgood
rapportwiththestudents.SheusedEnglishallthetime.Whenastudentdidnot
understand,sherepeatedtheinstructions.Whensheinstructedstudentstoworkin
pairsshewalkedaroundtomonitorstudents’conversation.Shecameclosetothem
andengagedthestudentstoproducesentencesshehadexemplifiedbeforehand.
Sheencouragedagirl:
T:“Ok,Irma,sayitagain.”S1:“what’syourfavouritefood?”T:“Good…good,Irma.OkIndah,what’syourfavouritefood?”S2:“Myfavouritefoodisayamgoreng.”T:“Ayamgoreng?Fried…?”S2:“Friedchicken.”T:“Good.Sayitagain.Myfave…!”S2:“Myfavouritefoodisfriedchicken.”T:“Excellent!Ok,continueyourconversation!”
ThenBuAisawalkedaroundtotheotherstudentstomonitortheirprogress
andgiveassistance.Afterafewminutesmonitoringandgivinghelpsheaskedthem
topayattentionasthetimeforconversationwasup.Sheexplainedtothestudents
thattheycouldexpandtheirquestionformsbyusingamodalsuchas,“Canyoucook
yourfavouritefood?”Atlastsheroundedoffthelessonbyhighlightingthe
pronunciationoftheword“favourite”andwordsrelatedtofood.Thenasa
motivationstrategy,sheencouragedthestudentstodeveloptheirEnglishby
chattingwiththeirfriendsinEnglishandfinallyshecongratulatedthemonhaving
acquiredEnglishastheyengagedwithlearninganinterestingtopicthatday.
Thedatashowedthattheteacherhaddemonstratedtheknowledgeand
skillsbyenactingtheprincipleofcommunicativelanguageteachinginherpractice.
Sheusedascaffoldingtechniquetogetstudents’ideasintheelicitingstage.Shealso
appearedconfidentandengaginginherapproachanddemeanour.Shebuiltgood
rapportaswell.Shedemonstratedanabilitytoimplementastrategybyusingthe
boardeffectively.Shecouldmaintainstudents’motivationbygivingpositive
feedbackwhichincreasedstudents’enthusiasmintheirlearningofEnglish.
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ThefindingsfromobservationsintheBondowosodistrict:
• Teacher1:
- demonstratedtheabilitytomanagetheclass- maintaineddisciplineofstudentsanddisruptivebehaviour- setclassroomcollaborativelearningtasks
• Teacher2:
- demonstratedtheabilitytocontextualiselearningEnglish- usedcode-switchingasrequiredtotranslateinstructionsintoBahasa
Indonesia- showedintelligentadaptabilitytodirectstudentanswersontowhatwas
theirrealsituation.
• Teacher3:
- demonstratedknowledgeandskillsinenactingcommunicativelanguageteachingprinciplesintoherstrategicpractice
- usedscaffoldingtechniquestobringstudentsideasintotheelicitingstage- appearedconfidentandengaging,buildinggoodrapportaswell- implementedthestrategyofusingtheboardeffectively- maintainedstudents’motivationbygivingpositivefeedbackwhich
increasedstudents’enthusiasminlearningEnglish- monitoredstudentsbygivingassistanceaspositivefeedback
2. ObservationsinProbolinggo
InProbolinggoIobservedthreeschools,MTsDarullughohwalKaromah,MTs
Walisongo,andMTsZainulIrsyad.IvisitedMTsDarullughohwalKaromahinthefirst
period.ThismadrasahislocatedinthesuburbofKraksaaninapesantrennamedalso
DarullughohwalKaromah.BuYasmin’sclassroomcomprised28girls.Thestudents
satonthefloorbecausetherewasnotenoughroomtoaccommodateyeareight
students.Thisclassroomwasnotactuallyaclassroom.Theyusedthespaceasthere
wasnoclassroomavailableforthemandsometimestheyusedthemosquetostudy
ifthisroomwasused.ButIsawtheywerecheerfullearningEnglishwithBuYasmin.
BuYasminappearedconfident.Herteachingvoicewasloudandclear.She
waspreparedtopre-teachandinstructthestudentsusingapairworkactivity.The
languagefunctionastopicofthedaywas“request”.Shegaveanexampleofhowto
makearequestandwroteasentenceonthewhiteboard.Afterwardsheelicited
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answersbyherquestioningtogetmorewordsandsentencesfromthestudents.She
wrotethesentencesshegotfromstudents,butnotallsentenceswerewritten.She
seemedtoselectthesentencesthatworthwritingontheboardasexemplars.
Thenextactivityinvolveddistributingsortcardscontainingrequests.She
askedstudentstoworkinpairstomakeconversationbasedonthecards.Asa
followupactivity,sheinstructedthestudentstocreatefreeconversationaround
“request”topics.BuYasminwalkedaroundtomonitorandgivehelp.Shethen
identifiedwiththeclass,aneffectiveexampleofstudents’communicativeactivityto
highlightmeaningfulexpressionofarequest.Finally,sheroundedoffthelessonby
askingthestudents“whathavewelearnedtoday?”Shethengavefeedbackontheir
responseswhichmotivatedthestudentstolearnbetter.
ThenextmadrasahIvisitedwasMTsWalisongo.TheEnglishlessonwasthe
lastperiodoftheyeareight’slessonschedulefortheday.Thiswasasinglegender
classof25girlsaged12-14.BuWulanappearedcalm.Shemixedherlanguageof
instructionsbyusingEnglishfollowedbyIndonesiantranslationassheknewher
studentsdidnotunderstandtheEnglishinstructions.Shedeliberatedcarefullyin
deliveringthe“invitation”topicforherlessonthatday.
BuWulanusedmaterialfromELTIS.Shesetuptheclasstobeinthreerows.
ThisistheusualseatingarrangementofmostIndonesianclassesinoperationtoday.
Thechildrensatonquitehardwoodenchairswhichwerenoteasytomove.Bu
WulanusedEnglishfollowedbyIndonesiantranslationwhenthestudentsdidnot
understand.Shehighlightedthevocabularyassociatedwiththefunction“invitating”
whilegivingasheettothestudentstoread.Shewrotetheword“received”and
taughtstudentstopronouncetheword.Shegavemorewordstopronouncesuchas
“reunion”andgavethemeaninginIndonesianaswell.Shetheninstructedstudents
tomakeconversation:“Okay,siap-siap.Siapayangmaupraktek?”(“Okay,ready.
Whowantstopractice?”)Shegaveatimelimitandfollowedupbynominatingapair
ofstudentstogivetheirdialogueinfrontoftheclass.Asthestudentsfinishedthe
task,BuWulanreviewedsomeofthesentences.Sheaskedthestudentsifthey
knewtheword“attended”inthesentence“Haveyoueverattendeda‘halalbihalal’
(familyandfriend’sreunionafterRamadanfastingmonth)party?”Inthelastfive
minutesofthelesson,sheusedanerrorcorrectionstrategyoftheword“invitation”
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thatwaswronglywrittenbyastudent.Sheconcludedandroundedoffthelessonby
askingstudentswhattheyhadlearnedtoday,andthensheassignedthemtodo
homework.
ThefollowingdayIobservedMTsZainulIrsyad.PakHerman,theEnglish
teacherinthisschoolwasatall,gentle,andfriendlyteacher.Heappearedcalmand
confident.Hehadbeenteachinginthismadrasahforaboutnineyears.His
classroomconsistedof24students,11boysand13girls.HetaughtEnglishinyear
seven,eight,andnineandthatdayIobservedhisyearnineclassroomlesson.The
studentslookedasthoughtheyenjoyedtheclass.PakHermanhadjustcomefrom
Yogjakartafollowingafamilyvisit.Hebroughtsouvenirstotheclass.Hegavethe
studentsthenamesofafewsouvenirs.Thenhehighlightedthemeansof
transportationhehadusedtotraveltoandfromYogjakarta.Hewrotetheword
“Transportation”followedbyaspidergramtodemonstratedifferenttypesof
transportationnamingfour:landtransportation,airtransportation,waterandunder
watertransportation.Thestudentswereveryenthusiastictomentionallmeansof
transportationtheyknewliketrain,bus,car,motorcycle,bike,ship,ferry,planeand
soonunderthetypesoftransportation.Hiseffortwaseffectivetogetexamplesof
thefourtypesoftransportationhehaddrawnwithstudents’involvementasshown
inthespidergramFigure4.1:
Figure4.1:Spidergramemployedbyteacherinanelicitingactivity
Water Underwater
AirLand
Ship
Ferry
Boat
Canoe
Plane
Helicopter
Balloon
SubMarine
…………..?
Bike
Bus
Train
Car
Transportation
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PakHermanfollowedupbyintroducinghowtoaskaboutthekindof
transportationpeopleusefortravelling.Hewrote:“HowdidyougotoYogjakarta?”
Hereadthesentenceandaskedstudentstofollowhimtopronouncethesentence
correctly.Hecontinuedwriting:“IwenttoYogjakartabybus.”Heprepareda
conversationcharttopre-teachstudents.Thenheassignedstudentstoworkinpairs
alternatingaskingandansweringquestions.Heaskedstudentstodevelop
conversationsbyusingmeansoftransportationtheyknewfromthebrainstorming
activity.Hesetatimelimitoftwominutestodothisactivity.Hewalkedaroundto
monitortheactivity.Whenhegavehelptoastudenthewasnotawarethatthetime
hespentwasalmostfiveminutes.Whenherealisedthattheyhadspentthat
amountoftime,heaskedthestudentstostoptheirconversationsandheasked
themtopayattentionforafollowupactivity.Hemergedeverytwopairsintogroups
offourtoconductadiscussionaboutplacestovisitandtypesoftransportationthey
wouldusetoreachthoseplaces,thesouvenirstheymightbuy,theaccommodation
tostayin,andwhotheywouldpossiblygowith.Hegaveatimelimittodothis
activity.Whenthetimewasup,hemergedthesmallergroupsintotwobiggroups.
Eachsmallgrouppresentedinthenewbiggergroup.Hewalkedaroundtomonitor
theactivityandhetooknotes.
PakHermannominatedastudentfromeachgrouptopresenttotheclass.He
thenaskedstudentstoapplaudeachstudentwhopresentedtheresultoftheir
discussion.Hegavefeedbackanddiderrorcorrectiononpronunciation.Herounded
offthelessonbygivingasouvenirforeachgroup.Thestudentswerereallyhappyto
receivethegiftfromtheirteacherandseemedhighlymotivated.
ThefindingsfromobservationresultsintheProbolinggodistrict:
• Teacher1
- demonstratedtheabilityinorganisingandmanagingtheclassroom- assignedproductiveactivityinpairwork- monitoredtheclassroomactivitiestogivehelp- conductedclearinstructionswhichwerereflectedinherclearvoice- ProvidedevidentmotivationtoherlearnerstolearnEnglish
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• Teacher2
- gaveinstructionsinEnglishandcode-switchedasrequiredintoBahasaIndonesia
- wasrestrictedbytheseatingarrangementwhichdidnotallowstudentstomovearoundintheclassroomduringactivitiesforthewoodendeskswerehardtomove
- diderrorcorrectiononspellingandpronunciation
• Teacher3
- showedabilitytorelatehiscontextintothelessonaboutmeansoftransportation
- elicitedvocabularyabouttransportationfromthestudentsusingaspidergramwhichwasimportantforthefollowupactivities
- setpairworkandgroupworkinthelesson- createdengagingandmotivatinglearningatmosphere
3. ObservationinPamekasan
PamekasanisadistrictontheislandofMadura.ThepeoplespeakMadurese.
ThisislandispartofEastJava.Mostpeopleliveinsmallvillagesandruralvillagesand
earntheirlivingbybeingfarmworkers.MaduraisanexampleofoutbackIndonesia
wherethelandisinfertile.Themajorityofeldersareuneducatedpeople.Some
gainedaneducationfromMadrasahIbtidaiyahorIslamicprimaryschoolandsome
onlylearnedtoreadAlQur’an,whichtheycall“mengaji,”fromthetraditional
pesantren.Mostvillagersareilliterate.ThechildrengotoMadrasahTsanawiyah
whichisthehighestschoollevelinthisruralarea.
IobservedtwoprivatemadrasahsinPamekasan,MTsMiftahulUlumandMTs
SabilulMuttaqin.MTsMiftahulUlumwaslocatedinthemountainousareacalled
Tampojung,Tenggina.TampojunginMaduresemeans“theend”andTenggina
means“thehigherplace”thusthenameofthatvillagemeans‘theendofthehigher
place’.IhadtoparkmySUVattheendofaroadafterpassingthroughtheunpaved
muddyruralroadandhadtowalkaboutakilometrefortherewasnoaccessbycar
toreachtheschool.Thismadrasahwasfoundedin2002toprovideforchildrenwho
havefinishedtheirprimaryschoolandwantedtocontinuetheireducation.Bu
NadifahwasappointedbytheheadoftheIslamicfoundation(kyai)astheEnglish
teacherandshehadbeenteachingEnglishinthisschoolformorethantwelveyears.
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WhenshewascalledtojointheELTIStrainingin2008,shewasinhersecondyear
doingherbachelordegreeparttimeinaprivateuniversityinPamekasan,farfrom
whereshewasliving.HermajorwasIslamiceducation.
HerfirstappointmentasanEnglishteacherin2002bytheleaderofthe
Yayasanwasthebiggestchallengeinherprofessionalcareer.Shewasnotevena
universitystudentandhadjusttwoyearsearliergraduatedfromseniorschool.She
heldaYear12certificatefromaprivateMadrasahAliyahinPamekasanwhosemajor
wasIslamiceducation.BuNadifah,aseniorschoolgraduatewasthentheEnglish
teacheratMadrasahTsanawiyahMiftahulUlum.Sheknewshewasnoteven
qualifiedtoteachEnglish.Shewasstrugglingtomatchwhattheleaderwantedher
todoandherambitionwastobeanIslamicteacher,notanEnglishteacher.Buther
owndesiretoadvancetheeducationofhervillagechallengedhertotakethe
opportunity.Sherealisedthatshewastheonlypersonnearthenewlybuiltschoolto
teachEnglish.
WithlowqualitypaperandcontentofstudentworksheetscalledLembar
KerjaSiswa(LKS),shestartedteachingYear7accompaniedbyanEnglish-Indonesian
Dictionary.Shebegantoloveherclassbutatthesametime,sherealisedsheneeded
moreknowledgeaboutEnglish.ShethenattendedanEnglishcourseinthecentral
townofPamekasantwiceaweekintheafternoonwhenshewasnotteaching.After
onlysixmonths,shesuspendedthecourseforpersonalreasons.In2008whenshe
wasselectedasoneoftheELTIStraineesfromthedistrictofPamekasanshewasin
hersecondyearofaprivateuniversitytakinganIslamicEducationDepartment
coursecalledPendidikanAgamaIslam(PAI).ShewasdoingIslamiceducation
becausetheuniversitydidnothaveanEnglishDepartment.Whenshereceivedan
invitationletterfromELTIStojointhetraining,itsurprisedherlike“raininthedry
season”shesaidintheinterview(Interview:Nad_tp).BuNadifahhadlongedfor
professionalteachertrainingandfinallyshefoundthatELTISfulfilledherhopeand
shewenttothetrainingexcitedly.BuNadifahreflectedthatshehadbuiltastrong
foundationforherteachingprofessionalism.
IntheobservationsInotedherYearnineclassconsistedof18students,eight
boysandtengirlsaged12-14.BuNadifahbuiltahighlevelofrapportwiththe
studentsandappearedsympathetic.Sheopenedherlessonbysaying“salam”and
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askedstudentsabouttheirhealth.Shethenintroducedmetothestudents.Isaid
helloandsatdowninthebackcorner.BuNadifahsetuptheclassroominaU-shape
foreveryEnglishlesson.SheattachedapictureofSule,theIndonesiantop
comedian,ontheblackboard.Sheelicitedresponsesfromthestudentsbydescribing
Sule’sappearanceasbelow:
T:Whatabouthisnose?(shepointedSule’snose)S:PesekSs:ha..ha..T:Okay,whatisPesekinEnglish?NoanswerfromthestudentsT:Okay,PesekisFlatNose…okay…what?Ss:Flatnose…T:Again…Ss:FlatNose…T:Amin(shenominatedAmin,amalestudent,tosaythewords)Amin:FlatNoseT:Okay,excellent!Now,whataboutthis?(ShepointedSule’shair)Ss:HairT:Verygood.Whatcolourishishair?Ss:Yellow…ha…haT:No.Itisnotyellow.Itis…...(Shewrotesixunderscorestoguess:(____).Sheplayeda“hangman”forthisquiz.Sheaskedstudentstofillinthegapswithaletterineachgap).
BuNadifahcontinuedtheactivitytothenextstageswithcommunicative
activitiesthataskedthestudentstodescribetheirpartners.Todothisactivityshe
settheclasstoworkinpairs.Shesetatimelimitandwhenthetimelimitendedshe
nominatedsomestudentstopresenttheirdescriptionoftheircounterpartfrom
theirseat.Shehighlighted“adjectives”todescribepeople,forinstance,“longblack
hair,pointednose,flatnose,andsparklingeyes”andthelike.BuNadifahrounded
offthelessonbymotivatingstudentstolearnmoresotheycouldgotostudyat
universityinthefuturetobecomeateacheroralecturer,oradoctor,oran
engineer.
ThefollowingdayIobservedMTsSabilulMuttaqin,avillagemadrasahina
sub-districtofPademawunottoofarfromPamekasan.PakRahman,theEnglish
teacherhadbeenteachinginthismadrasahforabouteightyears.Heappeared
enthusiasticandfriendly.Hewasenergetic,fullofspirit,andfunny.Heoftenmade
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hisstudentslaugh.HisEnglishwasquitegoodwithspecificMadureseaccented
consonantsespeciallyonsimplemonosyllabicwordslike“now”whichhe
pronouncedwithtwosyllables[‘enno’].Hispronunciationindicatedavarietyof
Englishbutthisdidnothinderhisdeliveryofthelesson.Itisgenerallyacknowledged
thateveryonehasaspecificidiolectinpronouncinglanguageincludingEnglish.
Hedidawarm-upactivityasanopeningtohisclass.Heaskedstudentsto
writethreewordsonapieceofpaper.Thefirstwordwastobetheirfavourite
singer;thesecondwordwastheirfavouritecolour,andthethirdwordwastheir
ambition.Hetheninstructedstudentstosqueezethepapertomakeapaperball.He
dividedtheclassintotwobiggroupstostandfacingeachotherabouttwometers
apart.Hethenwroteontheboard“Snowballbattle”.
T:Okay.Nowweplay“snowballbattle”.Youthrowyoursnowballtoyourfriends.(Heusedgesturetoshowtheactionofthrowing).Ss:Yeessss…T:Canyouthrowonface?(Heusedhisfingertopointtohisownface).Ss:yesss….nooo..(Somestudentsshoutedyes,someshoutedno).T:No,youcan’t.Don’tthrowyourballtoyourfriend’sface.Okay?Ss:Okay…T:Okay.One–two–three…go!
Thebattlebegan.Thepaperballswereflyinghereandtherelikesnowflakes.
Theclasswasfullofpaperscatteredeverywhere.PakRahmanaskedeachstudentto
takeoneball.Theirtaskwastofindtheowneroftheballbyasking,forexample:
“AreyouMichael?”(MichaelJackson,thepopsinger)oranotherquestion:“Isyour
favouritecolourblue?”Oranotherquestion:“Isyourambitiontobeapoliceman?”
andsoon.Thestudentsmingledtosearchfortheowneroftheball.
Theobservationshowedthattheminglingactivitycreatedfunforthe
students,authenticlearningandmeaningfullanguageusewheretheywereableto
askquestions.Theactivityallowedmeaningfulrepetitionaswell.Studentsneed
repetitionactivitiesfortheirEnglishsentencestoflowwhileavoidingtheboredom
thatsetsinbytheofrepetitiondrillsthatareusuallyemployedintraditional
teachingwherestudentsimitatetheteacher’ssentenceswithoutacontextora
purpose.
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ThefindingsfromobservationresultsinthePamekasandistrict
• Teacher1
- showedtheabilitytocreateanon-threateninglearningatmosphere- waslovingandmotivatingaswell- createdaUshapeseatingarrangementforcommunicativeactivities- engagedstudentsinagameforlanguagelearning
• Teacher2
- demonstratedtheabilitytoengageactiveclassroomlearning- usedagametobegintheclasswhichopenedandledintothelesson
content- engagedthestudentstoactivelycommunicatewitheachotherina
minglingactivity
c. Teacherreflection
Theinterviewsprovidedanopportunityforteachers’reflectionsasaway
tocapturewhattheythoughtabouttheirteachingperformance.Itwasaboutwhat
hadbeendone,whatshouldhavebeendone,andwhatwasleftundoneintheir
teaching.Thisreflectionwasusedtoseespecificallywhetherornotthelessonaim
wasachieved.Forexample,Salamconsideredhewassuccessfulindeliveringhis
lessonthatday.HesaidthathewashappytoteachEnglishbyemployingELTIS
techniques.Hefeltthathehaddevelopedsomuchcomparedwithhisteaching
beforeELTIStraining.Asateacherhewasawareofhowtomanagetheclassroom
andtoseparatedisruptivestudents.Heconfirmedthathadobtainedthatskillabout
classroomdisciplinefromELTIS.Hefurtherrememberedonedayhisstudentswere
runningawayfromhisclasstoavoidlearningEnglishwithhim.However,byenacting
thenewlylearnedstrategieshehadgainedfromELTIS,thestudents’behaviour
changed.Hesaid:
Dulupak,sebelumikutELTIS,siswaitukalauadasayadatangmaungajarbahasaInggrisitu,merekamelarikandiri.MerekatidakmaubelajarbahasaInggrisdengansaya.TapisetelahdapatcaraELTISdanitusayaterapkan,makakalausayakebetulantidakbisamengajar,merekamencari-carisaya.SayamemahamiteknikdanstrategimengajaralaELTISdanbahkansayabisabelajarbanyaktentangmanajemenkelasdankedisiplinan.
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(Translation:Previously,beforejoiningELTIStraining,thestudentswhentheysawmecomingtotheclassforteaching,theyranawayfromme.Theydidn’twanttolearnEnglishwithme.ButaftergettingELTISwayandIimplementedthestrategy,thenwhenIcouldnotcometoteachtheylookedforme.IunderstandteachingtechniquesandstrategiesalaELTISandIevenlearnedalotaboutclassroommanagementandmaintainingdiscipline.
WhenaskedwhyheseparatedFerryfromIwan,heclaimedthatFerry
shouldbetakenawayfromIwan.WhenFerrywaswithIwan,theircompany
appearedtodisturbotherstudents.Theymadenoisesanddisturbedespeciallythe
girlsinfrontofthem.Histrialinseparatingbothstudentsprovedsuccessfulin
stoppingthestudents’negativeattitudes.Heclaimedthathelearnedthisclassroom
managementandhowtomaintaindisciplinefromELTIS.
Sayaharusmemisahmereka,pak.IwandanFerryitusukamengganggutemanmerekakalaumerekabersama-sama.SayabelajartentangkedisiplinaninidariELTIS,pak.”(Translation:Ihadtoseparatethem,sir.IwanandFerryliketodisturbtheotherstudentswhentheyaretogether.IlearnedthisdisciplineproblemfromELTIS,sir.(Interview:TB1_cm)Similarly,inmyobservation,InotedthatIwahaddeliveredthelessonin
English.Healsohighlightedanddiderrorcorrectionofpronunciationof,for
example,theword“pilot.”Inclosingthelesson,heaskedthestudentswhatthey
hadlearnedtomakesurethatstudentswerereflectiveontheirlearning.Therewere
someaspectsofhisteachingthatneededtobeimproved.Forexample,when
deliveringinstructioninEnglishatthesametimehetriedtouseIndonesian
translationbecausehewantedtoseehisstudentsunderstandhisinstructions
quickly.Healsodidaquitealotofexplainingofverbalandnominalsentence
constructionswhichwerenotquiteeffectiveashereflected:
Dalamwaktu45menitlesson,sayaseharusnyacukupwaktuuntukachievelessonaimsaya.Sayaseharusnyamengurangipenjelasansayatentangkalimatverbaldannominal.Seandainyadiberiwaktulagiuntukmengajarlagi,sayaakanmemintasiswauntukpairworkmaupungroupworkuntuklebihmemberikanwaktumerekauntukpraktek.Sayaseharusnyatidakterlalubanyakmenjelaskangrammarkarenasebetulnyasiswasudahtahu
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penggunaankalimatverbaldannominaldanstrukturnya.Inimungkinkarenakecerobohansayakurangpersiapan.(Translation:In45minutesactivities,Ishouldhaveenoughtimetoachievemylessonaims.Ishouldhavereducedexplanationaboutthe“verbal”and“nominal”sentence.IfgivenopportunitytoteachanotherclassIwillinstructstudentstodopair-workorgroupworkactivitytogivethemmoretimetopractice.Ishouldn’thaveextendedexplanationongrammarbecausestudentsalreadyunderstandtheuseofverbalandnominalsentenceandtherulesofeachconstruction.Thisisduetomycarelessnessofalackofpreparation.(Interview:TB2_pp)
BuAisaexperienceddifferentclassroomteachingtotheteachersabove.Bu
Aisawasalsoappointedasadistricttrainerwhereshewasabletosharethe
experienceshehadobtainedfromTrainingofTrainer(TOT)inBalifortwomonths.
Shereportedsimpleideasaboutsuccessfullanguageteachingwhenaskedtoreflect
onherlesson:
Ithink,ifstudentscanmakeasentenceoftheirownto…er…expresstheirownideas,andtheycancontinueconversationalthoughwitherrors,Ithinkmylessonissuccessful.Ibelievetheyhavelearnedhowto…er…makeconversationwiththeirfriendsbyusingvocabulariestheylearnedinthebeginningofourlesson.(Interview:TB3_pp)
Insummary,reflectionisimportanttobuildteachers’awarenessoftheir
teachingperformance.Byreflectingontheirpractices,teachersbecameawarethat
successfullanguageteachingincludesincreasinginteractionbetweenteacherand
studentandamongstudentsthemselves.Also,teacherslearnedhowtomaximise
communicativeactivitiesintheinteractionsbymakingroomforreflectiontoimprove
theirperformance.Thusitwassignificanttoincludereflectionasoneofmainaspects
oftheteachingprocess.
4.1.4Focusgroupdiscussion
TwofocusgroupdiscussionswereheldintheBondowosoandProbolinggodistricts.
ThemeetinginBondowosowasheldatBuYuli’splace,amastertrainerwhoatthetimewas
workingasanEnglishteacheratapublicjuniorsecondaryschool(SMPNegeri)andwasthe
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coordinatorofateachersupportgroup(MGMP)forthedistrict.Shehelpedmoderatethe
meeting.Seventeachers,adistricttrainer,andamastertrainercametothemeeting,while
inthedistrictofProbolinggothemeetingwasheldinMTsNegeriPajarakan.Eightteachers
cametothatmeetingincludingonedistricttrainer,oneMGMPcoordinatorandsix
teachers.
Inbothmeetings,Iwasinvolvedinthediscussionsonlytopromptquestionsand
sometimesaskforconfirmationofwhatwassaid,nottodirectordominatethediscussion.I
listenedtotheindividualsandattemptedtosynthesisetheindividuals’reportsby
understanding,conceptualising,enacting,reflectingandevaluatingtheirpractices.Ifocused
onconnectingaspectsofindividualperspectivesofEnglishlanguageteaching,soIwasable
tounderstandtheirconceptsofeffectivelanguageteachingpractice.
Fromthefocusgroupdiscussion,itbecameevidentthatmostteachersinboth
districtsdidnotspecificallyintendtoemploycommunicativelanguageteachingasatheory
oranapproach.Theycalledtheirpracticethe“ELTISway.”However,lookingathow
teachersviewedtheconceptofastudent-centredapproachperformedbyELTIS,Iwitnessed
thatELTIShadsuccessfullylaidafoundationforteacherstoadoptacommunicative
languageteachingmethodatthemadrasahlevel.
Thedataindicatedthatmostteacherswereconcernedwithprofessional
developmentandthebenefitsofbeinginvolvedinELTIStraining.Intheteachersupport
group(MGMP)discussioninBondowoso,teachersdiscussedhowtheyenactedtheELTIS
strategiesandfoundthattheirstudentswerehappyandengaged.Iwa,forexample,even
thoughhehadonlyrecentlypartlybeguntoimplementELTISstrategiesfoundthathis
studentswerehappy.Hewasconvincedthatstudentswerecontentwithengagingin
interestinglanguagegamesandothertechniques.TheotherteachersagreedwithIwa.
Anotherteacher’sperspectiveindicatedthatELTIStrainingwasarevolutionary
system.Theteacherwasexcitedaboutthisprogram.HehaddroppedoutofaBachelor
degreeinSocialSciencesandhadtakenupanotherbachelordegree,inEnglishbecausehe
wasimpressedbyELTIS.Hebelievedtwostoriesofsuccesshehadheard.Thefirstwas
abouthisfriendwhohadgainedteachercertificationthroughaprogram.Eventhoughhis
majorwasnotinEnglish,hewasacceptedandcertifiedasanEnglishteacherafter
completingELTIS.Thesecondstorywasaboutachangeinclassroombehaviour.Previously
Englishwasthemosthatedsubjectinschoolsgenerallynotspecificallyinruralmadrasahs.
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Thesituationinhismadrasahturnedaroundtobetotallydifferentaftertheteacherbegan
enactingELTIStechniques.ThequoteddiscussionbelowisevidenceoftheELTISbenefits:
DTAisa:Kalaupeningkatankesejahteraanbisamasukinigak?Bukansustainabilityya?(Trans:Whataboutteacher’swelfare,canitbeincluded?Isn’tthatthe
sustainability?)I :Bisajugakalauitumemangmenjadifaktoryangmemangdirasakanitu
palingtidak80%itugurumerasakanadanyaperubahanprofesionalnya. (Itcouldbeifthatwasthefactor,atleast80%theteachersfeelprofessional
developmentinthemselves.)DTAisa:Iyapak,diELUsajaperdatangitukandihargaiuntukportofolioitu,apalagi
yangterakhirsertifikatyangTKTitu,kalausayasebagaidistrict,pointnyaitusangatbesargitupak.
(Yes,sir.WhenwecameinELUcoursewe’vegotgoodgradeinourportfolioforteachercertificationprogram.MoreoverwhendoingTeacherKnowledgeTest(TKT)fordistricttrainerlikemyself,wegothighermark.)
Iwa :Sayamenambahkanpak.KalaupertanyaanpakImamituberkaitanmanfaatataupengaruhgurusetelahmengikutiELTIS,secarapribadiyangsayarasakanadalahsekalipunsayasaatinitidakfullmelaksanakancara-caraELTISmurid-muridsenangpak.Daktahukenapa.
(CanIadd,sir?IfpakImam’squestionisinrelationwiththebenefitorinfluenceafterfollowingELTIStraining,IpersonallyfeelthateventhoughIamnotfullyimplementingELTISmethodsnow,mystudentsarehappytolearn.Idon’tknowwhy.)
Desi :Bukansenangorangnya? (Theymightlovetheteacher?)Iwa :Bukan,pastinyamerekaenjoycaramengajarsayakanpak? (No,theyenjoyedthewayItaughtthem,forsure.)DTAisa:Betul,setujusaya (That’strue.Iagree.)I :Iya.Ok. (Yes.Ok.)DTAisa:GuruyanglaingakasikyaWa? (TheotherteachersarenotcoolWa,right?)Iwa :Begitulah (That’sthecase)I :Itumenjawabpertanyaansayayangnomertiga (Thatisansweringmythirdquestion)Sam :Kalausaya,jadi…systemyangdiaplikasikanolehELTISitu…kalauBahasa
sekarangitu:DAHSYATsekali.Pertamaindikatornya,adatemanyangbackground-nyanonBahasaInggrisketikaikutELTISdiaberubah180derajatkeBahasaInggris,indikasinyaialahdiasertifikasinyamelaluiBahasaInggris.Jadisystemyangdigunakan.Yangkedua,jujurkalauapayangditerapkan,yangdiajarkanolehELTISitubetulbetuldilaksanakandilapangan,sepertiyangsayasampaikantadi;itumembuatanak-anaksenang.Karena
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sebelumnya,terutamadisekolah-sekolahswastayangnamanyaBahasaInggrisituadalahsalahsatubidangstudyyangsangatdibenci.
(Inmyopinion,so…thesystememployedbyELTIS…ifIcanuseupdatedtermwouldbe:AMAZING.Thefirstindicatorwas,therewasafriendwhoseeducationbackgroundwasnotEnglishbutafterfollowingELTISheturned180degreetoEnglishasindicatedinhiscertificationbeingateacherofEnglish.Secondly,tobehonest,ifteachersimplementedwhathavebeenobtainedfromELTISintheschools,likeIsaidbefore;studentswouldbeveryhappy,likeinmycase.Previously,inprivateschoolsinparticular,Englishsubjectwasthemosthatedsubjectbystudents.
Desi :Selainmatematika (BesidesMaths.)Sam :Ya,matematikadanBahasaInggrisitusangatdibenci.Tetapiketikaada
REVOLUSIsystemini,walaupunberadadijamterakhiriniberpengaruhterhadaprasaentusiasanak-anakuntukmengikutipelajaranBahasaInggris.
(Yes,MathsandEnglishwerethemosthatedsubjects.However,afterthisREVOLUTIONARYsystem,studentsenthusiasticallyenjoyedtheEnglishlessoneventhoughthelessonwasinthelastperiod.)
Thisconversationisindicativeoftheteachers’enthusiasmabouttheELTIStraining
andoftheirpracticesafterwards.Sam,oneoftheteacherswassoenthusiasticinexpressing
howinnovativeELTISwasthatheclaimedELTISwasarevolutionarysystem.Hevaluedan
ongoingprocessofteachingprofessionalism.Hewasthereinthetrainingandenjoyedbeing
oneofthetrainees.Hewitnessedameaningfulteachingapproachhehadneverrealised
before.
InadditiontoSam’sconcernabouttheindicatorsofimprovementaftertheELTIS
training,thegroupdiscussionalsoexposedsignificantbenefitstakenfromELTIS.For
example,DTAisareportedthatmanyofherfriendshadgainednationalcertificationfor
juniorsecondaryschoolteachersbyincludingtheELTIScertificateofparticipationintheir
portfoliostobesubmittedtothenationalcommitteeofteachercertification.Inthatway
theteacherhadfulfilledthemainrequirementtobeacertifiedteacher.
ThebenefitofthecertificationprogramtoteachersisthattheIndonesian
governmentprovidesincentivesandallowancesforthosewhogaincertificationbymeans
oftheteachercertificationprogram.Oneteacherclaimedthattheallowanceneededtobe
improvedonamonthlybasis.Anotherteacheragreedthattheallowancewasnot
transferredtothemeverymonth.Someteacherscomplainedthattheyreceivedoncein
fourmonths.Someteacherssaidthattheyreceivedtheallowanceeverysixmonths,while
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othersteachershadnotreceivedtheallowanceafterawholesemester.Intheteachers’
view,thisconditionindicatedlowlevelofgovernmentendorsementofqualityeducation.
Thefindingsfromfocusgroupdiscussion
• TheteachershadgainedbenefitsfromELTISinimprovingtheirprofessionalismasteachersofEnglishintheirdistricts
• Theteachersinbothdistrictsdidnotspecificallyintendtoemploycommunicativelanguageteachingasatheoryoranapproach,butsaidthatitwasthe“ELTISway”
• Theteachersdemonstratedunderstandingoftheconceptofastudent-centredapproach
• Therewerefundamentalchangesinstudents’classroombehaviourandattitudefrom“hate”toa“love”ofEnglish
• Theteachers’portfoliossubmittedfornationalteachercertificationprogramwereanotherbenefitfromjoiningtheELTIStraining
4.1.5Researchfindingonmotivationalstrategies
MotivationplaysapivotalroleinEnglishlanguageteachingandlearningwithout
whichteachingandlearningasecond(foreign)languagewouldnotproducemaximum
outcomes.Regardingmotivationalstrategies,theteachersofEnglishinruralareasfaceda
numberofchallengesinincreasingstudents’motivationinlearningEnglish.Myobservation
indicatedthatdespitethepositionofEnglishasaforeignlanguage,diversesituationsand
conditionsinmostofruralareas,thenumberofintrinsicallymotivatedstudentswaslimited
andthiswasidentifiedasamajorchallenge.Theresearchfindingsshowedthatteachers
hadengageddifferentmotivationalstrategieswhichimpactedthestudentstolearnEnglish
andthatwillbeelaboratedinthefollowingobservationandinterviewresults.
• Extrinsicmotivation
Thisstudyindicatedarangeofdifferentstrategiesusedbymostteachers.One
teacherrecognisedthateachlevelofstudentlearneddifferentlyandthusthestrategyused
neededtobedifferent,“Ithinkwithdifferentagesstudentslearndifferently”(interview:Bu
Aisa_mot).Theobservationswereconductedinthreemadrasahsinthedistrictof
Bondowoso,threemadrasahsinthedistrictofProbolinggo,andtwomadrasahsinthe
districtofPamekasan.Observationsfromtheeightclassroompracticesrevealedfurther
resultsofmotivationalstrategiesemployedbyteachersasoutlinedhere:
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a. Givingrewards
Observationdatashowedthatoneofthestrategiesusedbyteacherstomotivate
studentswastogivethemrewardsforachievingorfinishingataskwell.Duringthe
observationinMTsZainulIrsyadinthedistrictofProbolinggo,Iwitnessedthatstudents
whoreceivedsouvenirsfromPakHermanweredelighted.Whilegivingthepresentshe
praisedthestudentsbyshowingtwothumbsupandsaid“goodjob”.Itwasevidentthatthis
strategyraisedthestudents’enthusiasminfollowingtheEnglishlesson.PakHerman
successfullycontextualisedhispracticeinwhichhewasabletolinkanauthenticsituation
intoclassroompractice.ThestoryofhistriptoYogjakartaandthemeansoftransportation
heusedhadlinkedupwiththetopicofthelessonthatday.Heintentionallybrought
souvenirshehadboughtinYogjakartatobegiventothestudentsinordertomotivate
them.ThegiftfromPakHermanhadpositivelytriggeredtheotherstudentstodothetasks
better.
b. Positivefeedback
Thedatatakenfromtheobservationsindicatedthatgivingpositivefeedbackwas
usefulinincreasingstudents’motivationinlearningEnglish.MyobservationinBuYasmin’s
classindicatedthatstudentswereevenmoreenthusiasticafterreceivingpraisefromthe
teacher.BuYasminappearedtobegenerousinherpraiseofstudents’efforts;forexample,
whenastudentrespondedcorrectlytoherquestion,shecommented“welldone,great
job”.Thispositivefeedbackmadeherstudents’eyesglitter.Iwitnessedthissymptomof
happinesscomingasaresultofthepositivefeedback.
Similarly,intheclassroomobservationsthatwereconductedinalltheeight
differentschools,theteachersshowedasimilartendencytoupliftstudents’enthusiasmin
learningEnglish.Thissituationwasreportedbyoneteachertobeextremelydifferentfrom
nineortenyearsago.Iidentifiedwordsfrequentlyusedbyteachersintheirclassroom
practiceslike“good,verygood,excellent,nicejob,wonderful,”whichendedupwith
studentsbecomingmotivatedintheirapproachtolearning.Itwaspivotaltopayattention
inthefindingstotheinfluenceofpositivefeedbacktowardlearners’achievementsin
learningEnglish.Notwithstandingimprovedlevelsofachievement,learnersneedtobe
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boostedtoacertainlevelofconfidencetoprovidethemenoughroomtogrowtheir
intrinsicmotivationtolearnEnglishbetter.
Theinterviewresultsshowedthatvariousstrategieswereappliedtoincrease
studentmotivation.Oneofthemotivationalstrategiesengagedbytheteachersunderstudy
wastoencouragestudentstospeakEnglishortoinvolvetheminfunandauthentic
activitiesingroupdiscussionorpairworkasameansofincreasetheirconfidencewiththe
language.
ThefollowingstorywastakenfromtheBondowosodistrict.Inadditiontoteachingin
MadrasahTsanawiyah(MTs)BuAisaalsotaughtinSeniorHighSchool(SMA)levelinthe
sameYayasan(foundation).WhenshetaughtatSMAlevelmanyofherstudentsinMTs
weregoingtotheSMA.HerformerMTsstudentshadreachedyear10intheSMAwhere
shewasteaching.Theyaskedhertoprovidestickersasrewardsforthosewhofinisheda
taskwell.Butshewiselysaidthattheywerealreadygrownupanddidnotneedstickers.
WhenteachinginMTssheusuallyencouragedthestudentstolearnEnglishbygivingthem
stickersforthosewhodidthebestinvariousaspectsoflearningforexampleasthemost
activestudent,themostdisciplinedstudent,orotherbestcategoriestheydecidedtogether
withtheteacher.Inyear10oftheSMAtheywereeagertobetreatedasiftheywerestill
MTsstudents.
BelowistheinterviewscriptwithBuAisa:
I:It’sverychallengingteachingintwoschools.Canyougiveastoryaboutthat?Aisa:InSMAandintheMTs,usuallymystudentsfromMTscontinuetheirstudyinseniorhighschoolinoursameer…yayasan,foundation,inthesamefoundation.SomystudentsinMTsagainbeingmystudentinSMA[giggling]I:Youusethesamematerials,sametechniques?Aisa:No.I’musingothertechniquebecauseinseniorhighschoolIfacethedifferentproblem.InseniorhighschoolthecurriculumismorelikeIsaidbeforeismoreto75%isforreadingandwriting.NotasfunasMTsandit’sveryfulloftopictheyhavetolearn.Veryveryfullsubject.Er…soer..inthegradetenaftertheygraduatefromMTssotheymovetoseniorhighschoolingradeten,mystudentsaskme:“ustadzah,don’tyougiveusastickerlikebefore,likeinMTs?”No,noIdon’thavestickerforseniorhighschool.ThenwhenIcamehomeIjustrealisedthatmaybestudenteveninseniorhighschooltheystillneedafunandauthenticlearningintheirclassandbuildtheirconfidenceinlearningaswell (Interview:TB3_mot)
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TheinterviewresultsshowedthatmotivatingstudentsinlearningEnglishinsuch
situationswaschallengingyetbyacknowledgingtheaffectivedimensionoflearningby
enactingvariousstrategiesEnglishhadbecomeaninterestingsubject.Inparticular,a
numberofmotivationalstrategieswereemployedbytheteachersintheruralareasto
increasestudents’learning.Theteacherswereawarethatstudentsneededtobemotivated
ateveryschoollevel.InBuAisa’sclass,herseniorhighstudentswantedhertogivethem
rewards.However,shereiteratedthatatdifferentlevelsofeducation,studentslearn
differentlythoughtheystillneedexternalmotivationandengagementfromtheteacher.
InterestinglyBuAisafocusedonbuildingstudents’confidenceinlearning.
AnotherinterviewwastakenfromMadrasahTsanawiyahinthesub-districtof
LombokKulon,intheBondowosodistrict.PriortojoiningELTIStraining,ateacherusedto
feelfrustratedforhedidnotknowhowtomotivatestudentstolearnEnglish.Hefound
himselfunmotivatedbeingconfusedtofindsufficientEnglishbooks,goodinstructional
materials,appropriateteachingtechniques,andusefulmotivationalstrategies.Hetoldme
inthestorybelow:
Ehm…myexperiencebeforeIfollowELTIS.Thisis,er…Iwasveryconfusedtoimprovetomotivatemystudentsbecause…apanamanya…Sayaitusangatsulitsekaliyapak,untukmencaribahanajarandanmateri.Er…veryveryconfuseder…becausesayaitupak…er…untukmenemukanbagaimanacaramemotivasimuridsaya,bagaimanacaramerekaituuntuk…apanamanya…untuklebihfokusuntukkemateriBahasaInggrisitusulitsekali.Ketikasayamengajarmystudentsitulari.TidakmaudiajaribahasaInggrisgitu.TapisetelahpembelajarandiELTISitusangatmempengaruhidenganapanamanya,pembelajarandiELTISitumemotivasiminatbelajarnyatinggi.(Translate:Ehm…myexperiencebeforeIfollowELTIS.Thisis,er…Iwasveryconfusedtoimproveortomotivatemystudentsbecause…what’sthat…Ifounditverydifficulttofindinstructionalmaterials…er…veryconfused…er…becauseIfounditdifficulttomotivatestudents.IdidnotknowhowtomakethemmorefocusonEnglishlesson…thatwasverydifficult.WhenIwasteaching,theyranawayfromclass.Theydidnotwanttobetaughtbyme.However,whenIimplementedELTISpractice,Ifounditsousefulinimprovingstudents’motivationinlearningEnglish.)(Interview:TB1_mot)
TheinterviewaboveindicatedthatELTIShadgiventheteacherstrategiesfor
motivatingstudentstolearnEnglish.BeforefollowingELTIShefoundhisstudentsranaway
fromtheclassroom.Thestudentsdidnotwanttobetaughtbyhimanddidnotwantto
learnEnglish.TheinterviewrevealedthattheteacherhadonlycompletedMadrasahAliyah
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(Islamicseniorhighschool)levelandwasnotcompetenttoteach.However,whenhe
implementedELTISstrategieshereportedthatthestudentswerereallyenthusiasticin
followinghislessons.HecertainlybelievedthattheELTISapproachandthematerialsused
weredefinitelymotivating.
TheinterviewresultfromthedistrictofProbolinggoshowedthatPakHerman’s
studentswereshy.Hemotivatedthembysayingthattheywereallinthesamecondition.
HeassuredthemtheycouldestablishlearningiftheychangedtouseEnglishbecauseallin
theclassroomwerenotusingEnglishintheircommunication.TheyhadtouseEnglishinthe
classroominordertodeveloptheirEnglish.Oneofthemotivationstrategiesheusedwas
givingthestudentspraiseforexamplebyusing“twothumbsup”andsaid“goodjob”to
studentswhodemonstratedgoodeffort.PakHermanfounditeffectivetoraisestudents’
enthusiasmaswell.Heexplainedthat:
Mostofthemareshystudents.Isaidthattheyaresamewithme,forexample,andwehavesamechancetoestablishourEnglish.Inthenextdaytheylookhaveenthusiasticinlearning.Ialwayspraisemystudentser…bygivingtwothumbsorsaygoodjob…andtheylookhappy(Interview:TP3_mot).
c. Buildingself-esteemandself-confidence
Fromtheobservation,thestudentsintheruralareainthisresearchshowedoverall
lowself-esteem.Theyfeltthattheywereleftbehindbeinglivedinruralarea,under-
developed,andeconomicallypoorstudents.Theywerenotconfidentbeingfarfromcities
whichhadmanymorefacilities,information,andanestablishedlearningenvironment.
Thedatatakenfromtheobservationsshowedthattheteachersinthosethree
districtswantedthestudentstobelieveintheirownattainment.Intheclassrooms,the
complimentsuchas“Yes,youcan,don’tworry”provedeffectivetotriggerstudentstobe
braveinexpressingtheirideas.
Thedatafromtheobservationsandinterviewsindicatedthattherewasachallenge
similartobuildingself-esteem.Ateachershouldbeabletoraisestudents’awarenessin
ordertomotivatetheunmotivatedstudenttolearnEnglish.Oneofthestrategiesemployed
bytheruralteacherwastellingthemthat“Englishisnowaninternationallanguage.”My
interviewshowedthatthisstrategywasthemostusedbyteachers,forexample,byPak
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Salam,PakIwa,BuYasmin,BuWulan,andPakRahmanwhousedthisphrasetomotivate
theirstudents.Theotherstrategywastosay,“Youwillgetagoodjobifyoucanspeak
English”(Interview:TP3_mot).Theothersentenceusedwas“YoucanbeagoodEnglish
teacherandgotooverseas”(Interview:TB3_mot).
Summaryofthefindingsonstrategiesinmotivatingstudents
Fromobservationandinterviewresultstheresearchshowedthat:• Insomeschools,studentsdemonstratedlowmotivationinlearningEnglish• Theteachershowedtheabilitytoemploymotivationalstrategiessuchasgiving
rewards,givingpositivefeedback,andmaintainingstudents’learningconfidence• Theteacherswereawarethatdifferentlevelsofstudentslearndifferentlyand
motivationalstrategiesengagedneededalsotobedifferent• Theteacherstoldthestudentsthattheywerefromsimilarsocio-culturalconditions
beingforeignlanguagelearnersthatneededtoincreasetheirawarenesstoimprovetheirEnglish
• Theteachersemployedvariousmotivationalstrategiestobuildself-esteemandself-confidenceincludingmotivatingtheunmotivatedamongthestudents
Summaryofclassroombasedpedagogicpractice
Figure4.2summarisestheelementsofclassroompedagogicpracticeidentifiedin
thefindingsofthisstudy.Therearefourareasthatwereidentifiedfromthisstudyincluding
a)teachingstrategies(e.g.teachingprocedures,timemanagement,errorcorrection,and
engagingscaffoldingtechniques);b)classroommanagement(e.g.classroomorganisation,
maintainingdiscipline);c)languageofinstruction(e.g.code-switching,personalising,
contextualising);andd)motivationalstrategies(e.g.increasingenthusiasm,positive
feedback,buildingself-esteemandself-confidence). Theteachersinthestudy
demonstratedtheabilitytoenactlearner-centredcommunicativeteachingstrategies.Their
skillsinsettingtheirclassroomactivitiesareevidencedintheteachingprocedures,time
management,errorcorrection,andscaffoldingtechnique.Theteachersalsoshowedthat
theywerecapableinclassroommanagement.Theywereabletoorganisetheseating
arrangement,managetheboard,andestablishrapportandmaintainclassroomdiscipline.
Thelanguageofinstructionthattheyusedintheclassroomincludedcode-switching,
contextualisingandpersonalising,whichwereeffectivestrategiesinimprovingstudents’
motivationtolearnEnglish.
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Figure4.2:Theelementsofclassrooms-basedpedagogicalpractices
4.2SupportingandInhibitingFactorsintheSocio-culturalConditions
TherearefactorsthatsupportorinhibittheenactmentofELTISstrategiesinthe
socio-culturalconditionsofthisstudy.Regardingthefactorsthatinfluencedthe
implementationofELTIS,theobservationresultsshowedthattherewereseveralaspects
identifiedinthethreeregionsincludingculturalcharacteristicsandlanguageused,
economicandeducationalbackground,andlocalculturalvaluesandbeliefsorreligious
aspectsofthesociety.Theresearchshowedthatthepeoplewholivedintheruralareasin
thosedistrictshadfewopportunitiestodevelop.
Theareasarewellknownas“daerahtapalkuda”orhorseshoeregionswhose
majorityofpeopleuseMadureselanguagefordailycommunication.Thesocietieswere
formedbyMadureseculturalbackgroundswhichtypicallyhavealowlevelofformal
educationandmanyofthemhavenoformaleducation,andexperiencelowfamilyincome.
Theyfollowtraditionalvaluesthatexistinthesociety.
Furtherobservationsshowedthatinrelationtotheeconomicaspect,thepeople
werewellknownashardworkers.TheirancestorsmigratedfromMaduraIslandwhichland
CLASSROOMPEDAGOGICPRACTICE-Teachingprocedures-Timemanagement-Errorcorrecyon-Scaffoldingtechnique
ClassroomOrganisayon:ClassroomDiscipline:-Seayngarrangement-Maintainingdiscipline-Boardmanagement-Classroommonitoring-Establishingrapport
-Classroomlanguage(instrucyng,explaining,quesyoning)-Codeswitchingandmeaningmaking-Contextualisingandpersonalising
-Increasingenthusiasm-Posiyvefeedback-Buildingself-esteemandself-confidence
107
wasinfertile.TheymovedpermanentlytoeasternJavaespeciallyalongtheNorthSeaCoast
ofJavawhichiswellknownasPantaiUtaraJawaincludingProbolinggo,Bondowoso,and
Situbondoinseekingbetterlives.Mostpeopleintheareasworkedasfishermen,land
holdingfarmersorfarmworkers(notfarmowners).
Themadrasahprincipalsinvolvedinthisstudyreportedthatmanyoftheparentsin
theseruralareasneededagoodeducationfortheirchildren,buttherewerenotenough
opportunitiesforthemtochangetheirchildren’supbringingforthisduetotheireconomic
conditions.Consideringeducationincitieswasexpensive,mostparentsinthedistrictof
Pamekasan,forexample,senttheirchildrentoaprivatemadrasahinthenearbyvillage
becauseitwascheaperandsometimestheywerefinanciallysupportedthroughan
operationalaidforstudentscalledBantuanOperasionalSiswa(BOS)scheme.My
observationinMTsMiftahulUluminthedistrictofPamekasanrevealedthatapoorstudent
nameAmin,year8studenthadbeenwalkingforabout4kilometrestogototheschool
eachday.Hisfatherafarmworkerdidnothavehisownfield.Amin’sfatherwasworking
onlywhenplantingandharvestingseasoncame.Betweenthoseseasonsheusedtofeed
andgrowafewcowsthatbelongedtoPakHajiRidwan,arichpersoninthevillage.Amin
wasindifficultsituationbetweenstoppingschoolingandhelpinghisfatherorcontinueat
schoolwithouthelpinghispoorfather.Theprincipalconfirmedthattheschoolhadhelped
Aminbywaivingtuitionfeesandtheschoolhadprovidedbooksanduniformaswell.
IntheBondowosodistrict,parentssenttheirchildrentomadrasahrunby
pesantrenfoundationwithahopethatyayasan(pesantrenfounder)wouldlookaftertheir
children.Inboardingschool,parentsbelievedthattheleadersandteachersofthemadrasah
andpesantrenwouldeducatetheirchildrenonreligiousmattersandingeneralsubjectsas
well.Parentssubmittedtheirchildrentotallytotheyayasanbysaying“nappaca’enkiae
nah,”aMaduresephrasewhichmeans“itisuptothekyai(thereligiousleader).”
Unfortunately,parents’totalsubmissiontoyayasanwasnotfollowedupwithany
importantsupportbytheparentsinprovidingbooks,orotherneedsfortheirchildren’s
education.Thustheoutcomeofchildren’seducationdependedverymuchonhowthe
schoolfoundationorpesantrenlookedafterandprovidedthemwitheducationfacilitiesand
resources.MyinterviewwiththeviceprincipalinMTsintheBondowosodistrictclarified
thesituationinsaying:
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Orangtuamerekamenitipkananaknyadisekolah,danpondoktapitidakmemantauperkembanganmereka,ituterserahkyaikatanya.(Translation:Theparentshandtheirchildrenovertolearninschool,buttheydonotpaymuchattentionabouttheirchildrendevelopment,itisuptothekyai,theysaid)(Interview:prin1_BW).
Theschoolprincipal’sassertionshowedthatchildren’seducationwasplacedinthe
handsofthemadrasahfoundation.Parentsinthedistrictwereunwillingtopayattentionto
theirchildren’slearningachievements.Thepurposeofsendingtheirchildrentomadrasah
wasthatthechildrenwouldgetaneducationregardlessofanythelearningoutcomes.They
showedafeelingofsatisfactioniftheirchildrenwenttopesantrentolearnreligioussubjects
yetthechildrenalsolearnedgeneralsubjectslikemathematicsandEnglishaswell.
However,theparentswereunabletoprovidefortheirchildren’sneeds.
IntheProbolinggodistricttherewasadifferentresponsebyparents.Eventhough
theeconomicconditionofthesocietywasnotanybetterthantheothertwodistricts,
parentsinthedistrictofProbolinggotriedtogivesupportespeciallywhentheirchildren
wenttomadrasahandstayedwithinIslamicboardinghouse(PondokPesantren).Manysold
ormortgagedtheirbelongingsincludingtheirpropertiesinordertoprovidetheirchildren
withenoughmoneyforfood,books,andschoolfees.Ifthepesantrenreceivedfinancial
supportfromgovernment,studentswerefreedfromtuitionfees.Somemadrasahsprovided
bookstobeborrowedbystudentsthroughagovernmentsupportschemecalled“BOS
buku”.
Resultsoftheeducationalaspectoftheinvestigationhaveshownthatpeoplein
ruralareasinthedistrictswerenotonlypooreconomicallybutalsohadlowlevelsorno
formaleducation.Accordingtotheschoolprincipals,parentsoftheschoolcommunity
consistedof:
1) Themajorityofparentswhoexpectedtheirchildrentostudyfulltime,
sentchildrentostayinyayasanpondokpesantren(YPP)whichprovided
notonlyreligiousteachingcalled“diniyah”(Arabicliteracytranslatedinto
BahasaIndonesia),butalsogeneralsubjectssuchasEnglish,Mathematics,
Sciences,andSocialSciencesindayschoolsoperatedbytheyayasan.
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2) Parentswhowantedtheirchildrentohelpthemworkafterschoolhours,
sotheysenttheirchildrentoprivateIslamicdayschool.
3) Parentswhowerewaitingfortheirdaughterswhohadalreadybeen
betrothedtogetmarriedforacertainlengthoftime,thisespecially
happenedinMaduraIsland.
Theinterviewsandobservationsshowedthatsocietalvaluesofthethreeregions
hadstrongreligiousstandardsastheirlifefoundationwhichinfluencedtheirattitudeto
pedagogyinEnglishlanguage.TheirreligiousliveswereaffiliatedwiththeNahdlatulUlama
(NU),apeacefulSunnimoderateIslamicorganisation.AmongIndonesianreligious
organisationsNUisfollowedbysome80millionpeoplethathavemadeNUthebiggest
religiousorganisationinIndonesiaandintheworld.TheotherIslamicorganisationis
Muhammadiyah,thesecondbiggestwithmorethan30millionfollowersandothersmaller
IslamicorganisationslikeMasyumi,Persis,LDII,Ahmadiahwithnopreciserecordonthe
numberoftfollowers.Manyprivatemadrasahsintheregionsunderstudywererununder
theumbrellaofNU.
4.2.1ConditionofmadrasahsandtheEnglishteachers
Concerningtheconditionofmadrasah,Iwouldliketoclarifythedistinction
betweenstatemadrasahandprivatemadrasah.Astatemadrasahisagovernmentfunded
schoolwithacceptablelearningfacilitiessuchasappropriateclassroomstoaccommodate
30-40students,languagelaboratory,computerlaboratoryconnectedtotheinternet,and
othermediaforlearning.Astatemadrasahisalsolookedafterbygovernmentpaid
teachers.Inthethreeregionsofthisstudy,statemadrasahswerewellestablishedinthe
centraltownsorsuburbswithnostatemadrasahintheruralareas.Theteachersofthe
statemadrasahsattendregularin-servicetrainings,workshops,andseminars.Theyhold
bachelordegreesasthestandardrequirementforteachingandteachinaccordancewith
theirdegreeorsubjectexpertise.
AprivatemadrasahisanIslamicschoolrunbyprivatefoundationcalledYayasan.In
thedistrictsofBondowosoandPamekasanmostprivatemadrasahswereinruralareas.
Onlyafewmadrasahswereinsuburbsorcentraltowns.Bycomparison,therewereonly
twostatemadrasahsinBondowosoamongother92privatemadrasahs.Inthedistrictof
Probolinggotherewerethreestatemadrasahsand151wereprivate,andinthedistrictof
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Pamekasantherewerefourstatemadrasahsand171wereprivate.ManyEnglishteachers
intheprivatemadrasahsdidnotholdbachelordegreeinEnglishandmanyofthemhad
reachedonlyMadrasahAliyah(SeniorHighSchool)level.Mostprivatemadrasahswere
poorlyfunded.Despitetheunfortunateconditions,therewaslittlesupportfromsocietyto
developchildren’seducationbecauseparentspaidlittleattentiontothechildren’s
schoolingastheirfocuswasonearningaliving.Withthiseconomicconditionschoolswere
challengedmainlytoseekdonationsforresourcestoprovidethechildrenwithbetter
educationfacilitiesandcapableteachers.
InaruralmadrasahinBondowosoateacherhadnotbeenpaidforeightmonths
becauseoflackoffunds.Thefoundation(yayasan)hadfailedtoprovideanacceptable
numberofallowancesforteachers.AteacherinBondowososaid:
Pleasekeepthisinformation,er…Iamnotpaidforeightmonthsnow.TheonlyinformationIgotthatyayasandon’thavemoney.(Interview:TB2_sec1)
TheteacherIwaacceptedthisconditionbecauseitwascommonpracticeinsociety
thatteachersbecomeaccustomedtohelpyayasanandsocietyleaders/kyaitoestablish
educationintheirareawithoutpaymentorwithalittlesalarythatiscalled“bisyaroh.”
Bisyarohwasnotreallyapayment.Itwasreplacementforanumberofteacherexpenses
suchasphotocopyingmaterialormoneytheteacherspentonpetrolofhismotorcycleused
fordailytransportationtotheirschools.Iwa’sobediencewasformedbyhisvalueandbelief
thatifhecouldhelpyayasanhewouldbeblessedbyGodinthislifehereandhereafter.It
wasasimilarcasewithBuNadifahinthePamekasandistrictinwhichherloyaltywasalso
builtonthesameculturalvalues.BuNadifahunderstoodpedagogyasroomforbuilding
understandingofherlivesinthehereandhereafter.Thusthegoalofeducatingchildren
wasnotintendedonlyforgettingsuccessinthisworldlylifebutalsointhelifehereafter.
Thiswastheteachers’beliefaboutIslamicpedagogyandtheessenceofteachingwas
significantlybuiltuponthisbeliefvalue.
Inthedisadvantageoussituationworkingconditions,onegoodexampleofthe
impactofELTIStrainingonateacherwasgivenbyBuAisa.ShehadbeenteachingEnglishin
aprivateruralmadrasahforabouttenyears.Inhervillagecommunityateacherisinanoble
profession.Thusshefeltproudtobeateacher,andanEnglishteacherwasmostrequired.
Moreover,afterobtainingprofessionaltrainingfromELTIS,shemaintainedher
professionalismbyenactingELTISteachingstrategies.Shekeptonputtingherknowledge
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andskillgainedfromELTISintopracticeinherschoolwhichwaspoorlyfundedandlocated
inaremoteplace.
ShewenttoauniversityinJembertopursuehermasterdegreeineducation
management.Itwasanotherwaytomaintainherprofessionaldevelopment.Since2012she
hadbeencertifiedthoughtheteachercertificationprogramfromMinistryofReligious
Affairswhichmeantshereceivedallowancesfromthegovernment.Sheconfirmedthatshe
gotthehighestscorewhenshesubmittedherportfoliosforthecertificatesofELU,CELTT,
andCambridge-TKTfromELTIS.
4.2.2Socio-culturalconditionofthestudents
Thereweretwokindsofstudentswhostudiedinprivatemadrasah.First,those
whowantedtostudybutwerenotacceptedintothestateMadrasahTsanawiyah(MTs
Negeri)becausetheydidnotpasstheselectionprocess.Itmeantthattheirexamination
standardsdidnotqualitythemtomeetstateschoolrequirements.Theymighthavehadlow
scoresfromtheirprimaryeducationortheymighthavefailedtodothetestatpass
standardrequiredinthestateMadrasahTsanawiyah.Second,thosewhowantedtostudy
innearbymadrasahbecausetheycouldnotaffordtheschoolexpensesincludingtransport
tostatemadrasahsinthecity.
TheconditionpriortoELTISwasthatthestudentsremainedinactiveintheir
attitudetoEnglishlessonsandtheyavoidedlearningEnglishbecausetheyhatedEnglish
thinkingittobeasdifficultasubjectasmathematics.ManyofthestudentsinBondowoso
werelatecomerstoEnglishclasses.Thereasonwasthattheclasseswereboring.The
studentshadtolearnEnglishbymemorisinglistofvocabularywithoutknowinghowtouse
thewordsinparticularcontexts.Thesituationwasdifferentafterteachersgainedteaching
strategiesfromELTIS,asatthetimeoftheresearch,studentshadcometofindthatlearning
Englishwasfunandauthentic.TheyevenaskedtheEnglishteachertoteachthemanEnglish
lessonwhiletheothersubjectteacherswereabsent.Ateacherexplained:
Mystudentssaid,“Mam,pleaseteachEnglishnow,thesocialscienceteacherisnotcoming.(Interview_TB3_sc)Studentsinanysocio-economicsituationbecomeeagertolearniftheteachingis
giveninaninterestingway.Stakeholdersparticularlyteachersandschoolsshouldpay
muchattentiontostudents’needs.Whatstudentsneedisactuallyhowtheycanlearn
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betterinbetterconditionswhichincludehavingqualifiedteachers,goodfacilities,anon-
threateningatmosphereforlearning,andauthenticresourcematerials.Thesmall
conversationbetweenthestudentsandtheEnglishteacheraboveindicatedthatthe
studentswereenthusiastictolearnEnglishbysaying,“pleaseteachEnglishnow.”This
situationresultedfromtheteacherprovidinglearningsituationinwhichstudentswere
engagedinafunandauthenticEnglishlesson.
4.2.3TheinfluencesofELTIStowardteacherprofessionalism
TheELTIStrainingsignificantlyinfluencedtheteachers’paradigmofachieving
successintheirEnglishlanguagepedagogywithinthesocio-culturalcontextoftheirschool.
Itwasfoundthatpreviouslyteachershadnotknownhowtoeffectivelymanagethe
classroom,yetwithinELTIStheyobtainedtheskillsofeffectiveclassroommanagement.
BeforejoiningELTIStraining,teachersdidnotknowhowtoeffectivelyusethelanguageof
instructions,howtoaskquestionsthatelicitedideasfromstudentsinbrainstorming
sessions,howtousecheckquestions,howtocorrecterrors,howtoadaptandusematerials
indifferentclassroomsituations,andotherteachingexercises.InthelastphaseofELTIS
training,teachersbecameawareofenactingeffectivelanguageofinstructions.They
understoodandwereabletodoerrorcorrectioneffectively.Theywereateaseinleading
studentstofollowelicitingandbrainstormingtechniques.Theycouldeasilyadaptanduse
materialsindifferentclassroomsituations.
Whilepovertywasstillregardedasoneofthesignificantdrawbacksofteacher
professionalismanditwasalsoconsideredtobeoneofthehindrancestoquality
enhancementaswell.Incontrast,ELTIShadspecificallyhelpedteachersofEnglishinthe
districtsimprovetheirteachingcapabilities,teachingknowledgeandskillsandmore
importantlyELTIShadsuccessfullybuiltteachers’confidenceindeliveringEnglishlessonsby
usingEnglishasthelanguageofinstruction.Theywerealsoconfidenttospeakatteacher
supportgroup(MGMP)meetings.Theywereabletoworkwithothergroupsofteachers
whowerenotinvolvedinELTIStrainingtosharetheirknowledgeespeciallywhentheywere
underELTISsupervision.However,whenthefinancialsupportstoppedtheiractivitiesto
disseminateknowledgegainedfromELTISalsostopped.Thisisoneoftheproblems
encounteredbytheteachersinthedistrictsinthisresearch.
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Summaryoffactorsthatsupport/inhibittheimplementationofELTISinthesocio-cultural
condition
ThefindingsonthefactorsthatsupportedandinhibitedtheenactmentofELTIS
strategiesinthesocio-culturalconditionswereidentifiedduringthestudyinthethree
regionsincludingthedistrictofBondowoso,Probolinggo,andPamekasaninMaduraIsland.
• Inhibitingfactors:- underdevelopedculturalcharacteristicswerequitesimilarinthethree
districts- thelanguageofcommunicationwasMadureseandJavanese;onlyin
formalmeetingswasBahasaIndonesiausedwhichlimitedtheuseofEnglishasthelanguageofcommunicationintheclassroom
- loweconomicandeducationalbackgroundsofthecommunitiesimpactedtheparentsinhibitingthemfromprovidinglearningequipmentandexpensesfortheirchildren
- parentssubmissivetothePondokPesantrenandreliantontheyayasanfortheirchildren’seducation
• Supportingfactors:- thelocalculturalvaluesandbeliefsofthesocietyweretiedtoreligious
teachings,hencethemadrasahsunderstudy,inparticularwereconnectedtothepeacefulSunniIslamicorganisationcalledNahdlatulUlamathatwasopentoexternalaidforteachers’development
- whilepovertywasasignificantdrawbackforprofessionaldevelopment,ELTIShelpedteacherstobuildtheircapabilitiesforimprovedperformanceandconfidenceintheteachingprofession
Inconclusion,thischapterhasinformedtheresearchfindingsfromdocument
analysis,narrativeinterviews,classroomobservations,andfocusgroupdiscussions.This
explainshowteachersadaptedandimprovedthequalityoftheirpedagogicpracticesince
joiningtheELTIStraining.Withinthesocio-culturalconditionsofruralIndonesiawithlimited
accesstoresources,theteachersbenefittedfromtheELTstrategiesofferedbyELTIS.They
wereabletocreatefunandauthenticactivitiesintheirlessons,supportedbytheIslamic
resourcepackswhichwereculturallyadaptable.Theyengagedmotivationalandclassroom
managementstrategiesthattheywerenotawareofbeforetheyfollowedtheELTIStraining.
Theteachersimprovedtheirpedagogicknowledgeandpedagogiccontentknowledge
neededforteachingEnglish.
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CHAPTER5
RESEARCHRESULTSANDFINDINGS
EDUCATIONALINNOVATIONANDSUSTAINABILITY
Introduction
Thischapterencompassestheelementsofthethirdresearchquestion:“Towhatextenthas
theELTISeducationalinnovationbeensustainedovertimeastheteachersengageintheir
pedagogicalpractices?”Thischapterconsiderstheeducationalinnovationofthecascade
trainingmodelintroducedbyELTISincollaborationwiththreeIslamictertiaryinstitutionsof
Indonesia.ItalsoconsidersthesustainabilityoftheELTISapproachatthemadrasahlevel.
Thissectionspecificallydiscussesthevoicesfromgrassroots,theirsuccessandtheir
limitations.
5.1EducationalInnovation
ConcerningeducationalinnovationELTIShaddevelopedtrainingincollaboration
withthreeIslamictertiaryinstitutionsundertheMinistryofReligiousAffairsofIndonesiaas
keypartners.ThethreeIslamictertiaryinstitutionsweretheIslamicUniversityofSunan
AmpelSurabaya(UINSA),theStateInstituteofIslamicStudies(IAIN)Mataram,WestNusa
Tenggara,andtheStateCollegeofIslamicStudies(STAIN)Watampone,SouthSulawesi.The
organisationofthefindingsofthisresearchincludes:1)theimpactonprofessional
knowledgeandteachers’pedagogiccontentknowledge(PCK);2)theimpactonteachers’
developmentanduseofresources;3)theimpactonprofessionalnetworksandleadership.
5.1.1Theimpactonprofessionalknowledgeandteachers’pedagogiccontentknowledge
EducationalinnovationdevelopedbyELTISincludeddesigningnewteachingand
learningstrategiesbyengagingmeaningfulcommunicativeactivitiesforlanguagelearning.
Althoughitwasintroducedintheearly1970s,CLTwasarelativelynewapproachformost
teachersofEnglishintheseregions.ThemajorityofteachersintheruralareasofIndonesia,
particularlyinthethreeregionsunderstudy,hadnotheardofthisapproachpreviously.
Somehadheardofitbutwithminimalunderstandingabouttheapproachandthe
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implementationofit.Themainconcernofimplementingcommunicativelanguageteaching
(CLT)wasaneedforchangefromtraditionalwaysofteachingintoamorelearnercentred
way,byengagingpairworkorgroupworkactivitieswhichinvolvedlearnersmore.
a) Observationresults
TheclassroomobservationsthatIconductedshowedthatteachershadmastered
thecommunicativelanguageteachingapproachthroughtheimplementationofafunand
authenticlearningactivity.Inthepracticeoftheseactivities,thestudentswereengagedin
communicativeactivitiesintheclassroom.Theteachershadfocusedtheirpracticesonhow
studentscouldbestlearnEnglishintheclassroominacomfortableway,byenacting
cooperativelearningstrategies.Theyhadchangedtheirteachingtechniquesfromsimply
givingthestudentsinformationaboutgrammaticalrulesandlanguageusage,toworkingin
pairs,orgroupwork,ordoingprojectsandthereforeusingthelanguageauthentically.This
situationoflearninghadgivenstudentsachancetotakeagreaterlevelofresponsibility
whenparticipatingintheclassroomactivities.Thestudentsseemedcomfortablelisteningto
theirpeersanddiscussingandfinishingaproject.ByemployingtheELTISapproach,the
teachershaddemonstratedgoodpracticetoimprovinglearners’confidenceinexpressing
theirideasinEnglish.Theapproachalsoincreasedstudents’engagementinlearningEnglish.
Duringmyobservations,Isawcommunicativeprinciplesofclassroomlanguage
enactedappropriatelybyteachersinvariousactivities.Classroomobservationsindicated
thatpedagogicalpracticereflectedaCLTapproachthroughelicitation,informationgap
activities,andinstructions.Theclassroompracticesaresummarisedinthepointsbelow:
• Eliciting.Teacherswereabletoaskstudentssomequestionstogettheideasor
languageknowledgefromthestudentsinaleadinactivity.BuNadifahusedpictures
toelicitadjectives,animportanttaskforafollowupactivitywhichwastodescribe
theirfriends’appearances.PakRahmanusedasnowball-wargameto“rock”the
class.Thishadlitupstudents’enthusiasmatthebeginningofthelesson.Heneeded
thislead-inactivitytoteachstudentshowtointerviewfriendsandtofind“someone
who”inaminglingactivity.BuAisautilisedstorytellingofherfavouritefoodthat
shecookedduringRamadanfastingmonthforher“iftar”dinnerinthelead-in
activitystage.PakHermanusedaspiderwebtechniquetoelicitthevocabularyof
transport.
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Inthoseactivities,myobservationsindicatedthatstudentswereabletouse
vocabularywordsthattheyneededforfollowupactivities.Elicitingseemedtobe
importantforpreparingstudentsforthenewactivitiestheteacherswasgoingto
includeinthelesson.Theteachersalsodrewonlocalcontexts.Hencetheteacher
andthestudentshadbuiltincontextuallearningaswell.
• Informationgapactivity.Teachershadexperiencedanimportantelementof
communicativeactivitiesbyemployinginformationgapactivities.Forexample,the
teacherinthedistrictofProbolinggo(BuYasmin)assignedstudentsaspeaking
activity,whichparticularlyaskedstudentstoworkinpairstomakearequest.She
gaveanexampleinthepre-teachingactivityabouthowtoaskquestions,howto
taketurns,howtocarefullylistentotheirpartners,howtorespond,andhowto
checkwhethertheirpeersunderstoodwhattheysaid.ThechallengeforBuYasmin
inemployingthisactivitywasthattheconfidentstudentswereenthusiasticto
participate,whilethelessconfidentstudentswerereluctanttoparticipate.Quite
oftengoodstudentswereabletoinspiretheirfriendstospeakalthoughwithlimited
vocabulary.BuYasminhadanticipatedthisproblembyinvolvingthestudentsinthe
conversationinpairs,totriggerstudentswhousuallyjustkeptsilent.BuYasminwas
awareofprovidinganopportunityforextendedspeakingpracticebyhelpingthe
weakerstudentsexpresstheirideasintheconversation,inorderthatthepaircould
accomplishthetaskwell.
• Instructing.Teachersgaveclearinstructionsforstudentstodoparticulartasks.A
teacherinthedistrictofBondowoso,forexample,instructedstudentstodoa
projectasgroupwork,tofinishaproceduraltextofhowtomaketraditionalfood.
Sheusedcheckingquestionstomakesurethatstudentshadunderstoodwhattodo,
byasking,forexample,“whatshouldyoudo?”Whentheteacherfoundthather
studentsdidnotunderstand,shegaveanexamplewiththestepsrequiredfora
proceduraltext,forexample,:firstofall,secondly,then,afterthat,andfinally.She
usedsimplesentencesinherinstructions.
• Explaining.TeachersrealisedthatgrammarisanimportantpartofEnglish
language.Whenteachinggrammar,ateacherinMTsBustanulUlum,forinstance,
askedquestionsabout“Whatisyourparent’sjob?”Heemployedthisstrategyto
pre-teachstudentsaboutnominalandverbalsentences.He,then,explainedthe
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differencebetweennominalandverbalsentences.Frommyviewpoint,theteacher
explainedthegrammarpointsquiteeffectively,butinhisreflectionhefeltthathe
spentabittoomuchtimeexplaining.Theteacherreflectedthathewouldhave
beenbetterifhecouldmanagetimeefficientlyandthereforewouldhaveavoided
thepotentialdifficultythatappearedfromhislongexplanation.
• Correcting.Teachersusuallydiderrorcorrectiononspellingandpronunciation.It
wasfoundthatmostteachershadimplementeddifferenttechniquestocorrect
learners’mistakes.Forexample,PakSalamrepeatedtheword“sugar”whichwas
pronounced[sage]byastudentwithacorrectpronunciation[‘sugә].Likewise,Pak
Iwahadmadecorrectiononthepronunciationoftheword“pilot”.BuWulan,for
example,hadmadeacorrectiononthespellingoftheword“invitation”.Itappeared
importanttonotethattheteachersshouldnotonlypickoutthewrongspellingor
pronunciationtobechangedintocorrectforms.Theycouldalsoencouragestudents
todevelopideas,forexample,“Whatcanyoumakewithsugar?Tea,cake?”With
thatinmind,teacherslikePakSalamwouldprobablydevelopmoremeaningful
errorcorrections.
• Scaffolding.Theteacherswereusingascaffoldingtechniquetoencouragestudents
toexpresstheirideasbyusingteachers’talktoleadinthestudentstothelesson.
Theteachersalsousedascaffoldingtechniquebygradingorusingsimplelanguage
tothestudents’levelofEnglishtogetstudents’ideasintheelicitingstage.
• Conceptchecking.Conceptcheckingisanimportantpartofteachingespecially
whenteachersgaveinstructions.Mostteachershadenactedconceptchecking
everytimetheyassignedstudentswithparticulartasks.Conceptcheckinghadbeen
usedbyteacherstoreplacethequestion“doyouunderstand?”whichcouldbe
answeredbysaying“yes”withoutindicatingactualunderstanding.BuNadifah,for
example,askedstudentstopointto“flatnose”betweentwopicturesofIndonesian
comedianstomakesurethatherstudentshadunderstoodthemeaningof“flat
nose”.AsimilarexampleistheconceptcheckingusedbyBuAisa,“whatwouldyou
make?”,tocheckwhetherherstudentsunderstoodherinstructionstowrite
ingredientsoftheirfavouritefood.
Insummary,theobservationsindicatedthattheteachersdemonstrated
pedagogicalcontentknowledgeastheimpactoftheprofessionaldevelopment
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gainedfromELTIStraining.Therewasapedagogicshiftortransformationfrom
traditionalteachingtechniques,whichsimplypresentedinformationabout
grammaticalrulesandlanguageusage,toworkinginpairs,orencouraginggroup
work,ordoingprojectsandthereforeusingthelanguageauthentically.The
communicativeprinciplesofclassroomlanguageteachingwereenacted
appropriatelybyteachersinvariousactivitiessuchaselicitation,informationgap
activitiesandscaffoldingandthesehadincreasedstudents’engagementinlearning
Englishaswell.
b) Interviewresults
Classroompedagogicpracticesevidencedthatteachingandlearningstrategies
employingmeaningfulcommunicativeactivitiesforlanguagelearningwereeffectivein
improvingstudents’motivationinlearningEnglishinMadrasahTsanawiyahinIndonesia.As
discussedabove,themainconcernofenactingCLTwasaneedforchangefromtraditional
waysofteachingintoinnovativeones.ThecommonpracticeofEnglishlanguageteachingin
theseruralareasofIndonesiawasrotelearning,inwhichtheteacherwroteasentenceon
theblackboardwithapieceofchalktobereadandrepeatedbystudents.Theteacherthen
translatedthesentencesfollowedbyalongexplanationofgrammaticalpoints.UsingCLT,
teacherschangedthispracticetoamoreauthenticlearningenvironmentwithpairwork,or
groupworkactivitiesandlanguagegames,whichhaveengagedstudents’learning
motivation.TheELTISteamleaderconfirmed:
Right,now,wetalkaboutcommunicativelanguageteachingapproach.Whydidwechoosethat?Well,weknewalready,first,teachersweren’tqualified,many,manyofthemweren’tqualifiedasEnglishteachers.Theyhaven’tdoneanylanguageteachertraining.SoweknewfromourobservationthattheywereusingtheblackboardandgenerallyLKSandweknewthat,thatwasn’taneffectiveapproach.Wewantedtointroducethemtoanapproachwherestudentsaremoreactive,morestudentcentredformatlearningandlessfocusonteachers.Now,becausetheICELTcoursetaughtthemastertrainershowtodothat,itmadesensethatweneedtryandbringthat(communicativeapproach)intotheELTISprogram.Weweren’thopingforamiraclebutwewerehopingforatleastashiftawayfromthe“chalk”and“talk”intojustsomesimple“pairwork”,“groupwork”activitieser…morestudentcentredactivitieswheretheteacherwerespeakingless.Wewereteachingthemastertrainerstoteachtheteachershowtoinvolvethestudentsmore.”(Interview:CB_ETL)
119
Thedatarevealedthattheaimofemployingcommunicativelanguage
teachingapproachwastoprovidestrategiesforteacherstoshiftfrom“chalkandtalk”
toamorestudent-centredactivitybyengagingstudentsinpairworkorgroupwork.
Theteachershopedtousetheirtalkasefficientlyaspossiblewhileencouraging
studentstotalkmore.Theteachersmightusetheirtalktopre-teachandgivesimple
instructions.Inthatway,theclassroomactivitiesweremorestudent-centredwhich
mightpotentiallybeeffectiveinpromotingstudents’learningaswell.Thesituation
afterELTIStrainingwasdifferentcomparedtoteachingandlearningactivitiesinthe
classroombeforeELTIS.Theteachersfoundthatanyactivityengagedintheclassroom
waseffective.Theteachingandlearningprocesswasnotonlyateacheractivity,but
alsoateacherandstudentactivity.Byemployingstudent-centredclassroomactivities,
theyworkedmorecooperatively.Asateacherwhowasalsoadistricttrainerinthe
districtofBondowososaid:
Hmm..apaya?Terutamakarenalebihseringstudentcentre,muridmengupgradeinteraksidiantaramerekasendiri.Merekalebihbisabekerjasamadenganbaik.Lebihbisamenjelaskanilmuyangmerekapahami.Atautidakmalubertanyadengansesamatemannya.Sehinggaterbangunkomunikasibelajardanmengajardiantaramereka.Nggakmalulagibertanyajikamerekabelumpaham.Bagimurid,lotsvarietyofinteractiondalamkelasitu,membentukkebiasaantidakmalubertanya.[Translation:Hmm…what’sthat?Wehaveenactedstudent-centred,thuslearnershavealwaysimprovedtheinteractionamongthemselves.Theyworkedbettercooperatively.Theycouldexplaintheirknowledgemostlyintheirownway.Ortheywerenotshytoaskquestionsamongthem.Sotheyhavebuiltcommunicationtolearnfromeachother.Theywerenotshyiftheyhavenotunderstood.Forthelearners,theygottouseawidevarietyofinteractionsintheclassroomandbuiltcommunicativehabitsbeingnotshytoaskquestions](Interview:DT_clt)Thusstudentswereabletoeffectivelyandcomfortablyexpresstheirownideas
withtheirfriendsinamorefreeatmosphere.Theteachershadcreatedafunandauthentic
milieubyimplementingavarietyofactivities.Thedistricttrainer,BuAisa,rememberedthat
acommonactivitysheusedtodobeforejoiningELTIStrainingwasusingLembarKerjaSiswa
(LKS);manyofherstudentsfellasleep.Whenasked: Howdoyoumanageyouclassroomto
communicateinEnglish?Shesaidasfollows:
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Thesimpleway…iner…ourdailyconversationintheclassI’mstillusingEnglish.Likeatthefirsttimetheteacherscometoclass,theyusuallysay:“payattention,standup!”likethat.Andthen,“Ok,cleantheblackboard!”anycommonclassI’mstillusingitinEnglish.(Interview:TB3)
TheimplementationofcommunicativelanguageteachingwithinELTIShadgiven
teachersthechancetoexplorevariousteachingmethodologies,suchashowtocontrola
class,howtocontrolpace,howtoprovidestudentswithopportunitiestocommunicate
witheachother.Amastertrainerwhonowworksasatrainerfor“Bupati”orthechief
regencyofJemberrevealed:
Therearesomepointtoconductconcernedwithsomepointsofteachingmethodologyandhowtohandletheclass,thepace,theer…thewarmupforexample,icebreakingandthenhow…howtheteacherpresentthelessonandhowwelltheyprovidetheopportunityforstudentstocommunicateeachother.(Interview:MT1)
Equaltotheabovemastertrainer,inthedistrictofBondowosoateacherhad
agreedwiththeideathatlanguageteachingwasnotonlyasasubjectbutithadtobeseen
asmorethanthat.Theteacherhadbeenpractisingacommunicativeapproachinclassroom
practiceaftergettingthetheoryfromELTIS.Theteacher,BuAisa,statedthatsheagreed
withtheideathatlanguageteachingwasnotonlyforpassingtheexaminationbutalsofor
communication.Sheconfirmed:
Yes.Iagreewiththeideathatlanguageisnotonlyasasubjectormaterialinschoolbutmoretoer…whatisit…somethingthatwecanusetocommunicatewithoneanother.Andofcoursethestudentshavetounderstandandhavethesameideawithme,agreeasme,thatEnglishisforcommunicationnotonlythesubjecttheyhavetodotheer..topasstheexamination.(Interview:TB3_clt)
TheteacherconsideredthingsthatmighthindertheimplementationofCLT.One
wasthatteachersandstudentslivedinsituationswhereEnglishisaforeignlanguage,so
outsidetheschoolnoonespeaksEnglish.Inhervillagemadrasah,shefounditdifficultto
utiliseEnglishforcommunicationintheschool.Shewasawarethatinasituationwhere
Englishisaforeignlanguage,thereisnoneedtouseEnglishfordailycommunication,for
trading,forfamilygatherings,forsocietymeetings,orforsermons.Commonly,they
alreadyusedBahasaIndonesiaforformalmeetings,and“BahasaDaerah”orthelocal
languagetouseindailyconversationorinformalgatherings.Furthershetold:
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Yeah,Iagree,buter…thedifficultyisthattheyliveinenvironmentthatdoesn’tuseEnglishastheirdailyconversationsoit’sdifficultforthemtoincreasetheirabilitytospeakEnglish.It’sdifferentwiththestudentsinthebigcitiesordown-town.It’sverydifferentbecausetheyhavetouseEnglishmorethanourstudentsinthevillage,eventhoughusinger…likehandphoneorcomputer,youknowthatnowhandphoneorcomputerwecandownloadandasktheoperatortochangethehandphoneormobilephoneintoIndonesian.Sotheydon’thavetouseEnglishlanguage.(Interview:TB3_clt)
Theteacheragreedthat,inherenvironment,itwasdifficulttoimprove
students’abilityinEnglish.Shetriedtocontrastwiththosewholiveinbigcitieswhere
learningfacilitiesandtechnologiesarefarmoresophisticated,andthusitismuch
easierfortheEnglishteachertoassignstudentstouseEnglishforcommunication.
However,thevillagestudents,forexample,usetechnology(mobilephoneand
computer)andtheysimplydownloadtheapplicationwhichisinIndonesianlanguage;
thustheydonotneedtouseEnglish.
Ateacherinthesamedistrictrecognisedthattheimplementationof
communicativelanguageactivitiesisnotaneasytask.However,theteacherhasbeen
strugglingtoenactthisstudent-centredapproachwithhisstudents.Tellingabouthis
activities,heeagerlyconfirmedthathisstudentsfeltenthusiasticaboutactivitieslike
pairwork,groupwork,andpopularELTISlanguagegamessuchasrunningdictation.
Hesaid:
Iya.Kalaupairwork,groupworkitumasihdigunakanpak,runningdictationjuga.
(Translation:Yes.Wehavebeenenactingpairwork,groupworksir,andrunningdictationaswell.)(Interview:TB1_clt)
Thedataindicatedthattheteachersrealisedthattheprocessofteachingand
learningwhichwascentredonstudentswasstilldifficulttosomeextent.Forexample,when
askedwhetherthestudents’activityreducedafteracertainlengthoftime,theteachersaid
“yes.”However,hestillimplementedmanyaspectsofELTIS.Theseincludedgroupwork,
workinpairs,andgamessuchasrunningdictation.Intheinputsessionwiththestudents,
theteacheremployedapre-teachingactivity.Heseemedtoavoidgivingtoomuch
homeworkwhichmightoverwhelmstudents.
Ineachteachingsession,Iwitnessedthatthoseteacherscarriedouttheeffective
approachthroughtheclassroomactivities.Theteacherswereawareoftheirroleinthe
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teachingandlearningprocess,suchasteacherasdiagnostician,teacherasmotivator,or
teacherasfeedbackgiver.Tosomeextent,theawarenessoftheirroleinteachingseemed
tobehelpingteacherstosuccessfullypromotelanguagelearning.
Theimplementationofanapproachoramethodofteachingmayinfluencethe
resultofteachingandlearningasreflectedinthestoryoftheELTISteamleader.
IstartedlearningGermanattheageof13,andwasveryexcitedattheprospectofstudyinganewlanguage.IhadalreadybeenlearningFrenchforthreeyears.AGermanlessoninthatfirstyearwerefun,theteacher,MissBurrell,wasfriendlyandnevergotangry.ShemadeusfeelrelaxedandconfidentaboutusingGermaninclass–whichwasdifferenttomyexperiencewithFrenchuptothatpoint,wherewefollowedtheGrammar-TranslationMethodandhadtomemoriselotsofverbs.InGermanlessonswemadelotsofsentences,tohelpuslearnhowtousetheGermandeclensionrulesproperly.Thesentencesseemedfunnytous:Thelonggreensnakesatunderthebluechair(dielangegrüneSchlangesaßunterdemblauenStuhl)Theredratjumpedontotheyellowtable(DieroteRattesprangaufdengelbenTisch)Thebluecatsangalongsong(DieblaueKatzesangeinlangesLied)etc,etc.TheproblemarosewhenmyparentstookmeonholidaytoGermanyafterIhadbeenstudyingGermanforayear.WearrivedinMunichandwenttoacaféforbreakfast.Myfathersaid“Ok,nowthatyouknowhowtospeakGerman,youcanordereverythingforus”.But,ofcourseIcouldn’t–unlesstheywantedtoeatalong,greensnake!Ifeltquitehopeless,andquicklyrealizedthatalthoughIlovedmyGermanlessonsatschool;theyhadnoresemblanceatalltotherealGermanthatIneededtocommunicateineverydaylife.IfeltawfulandneverreallyenjoyedmyGermanlessonsasmuchafterthat.Ofcourse,inthosedays,Ididn’thavethecouragetosaythistomyteacher,soIcontinuedtolearnmeaninglesssentences,andthenIgavethesubjectupthefollowingyearandstartedlearningSpanishinstead!
Sofia’sstory,2014
TheexperienceoflearninglanguagebyusingGrammar-TranslationMethodhad
beenfeltdifficultbySofiabecauseshehadtolearntomasterverbsandsentenceswithout
knowinghowshecouldusetheseriesofsentencesinacommunication.Whenshefirst
learnedGermanshefeltthatshecouldenjoymasteringsentencesandlotsofverbsandthe
variationsoftheGermanwords.However,whenshefacedthefactthatshehadtousethe
languageforcommunication,sherealisedthatthesentencesshehadmemoriseddidnot
giveheranabilitytoexposeherknowledgeofthelanguageshehadlearnedintoreal
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communicationinrealsituations.IntheIndonesiancontext,whereEnglishisnotusedfor
dailycommunication,theideaofbringingCLTintotheclassroomissothatthelearnerscan
beactivelyinvolvedinpairworkorgroupworkorminglingactivitieswherethey
communicatewitheachother.Theseactivitiesarenotpossibleiftheteachersengagea
traditionalapproach.
SummaryoffindingsonimplementationofCLT
• Teachershadmasteredcommunicativelanguageteachingapproachthroughtheimplementationofafunandauthenticlearningactivity
• TheteachershadfocusedtheirpracticesonhowstudentscouldbestlearnEnglishintheclassroomcomfortably,byenactingcooperativelearningstrategies
• Theteacherschangedtheteachingtechniquesfromgivingstudentsallinformationaboutgrammaticalrulesandtheusageoflanguage,toworkinginpairs,orgroupwork,ordoingprojects
• Thissituationoflearninghadgivenstudentsthechancetodevelopagreaterlevelofresponsibilitytoparticipateintheclassroomactivities
• Thestudentsfeltcomfortabletolistentotheirpeersandtodiscussandtofinishaproject
• ByemployingtheELTISapproachtheteachershaddemonstratedgoodpracticetoimprovinglearners’motivationandengagementinlearningEnglish
• TheobservedpedagogicalpracticesofteachersreflectedtheCLTapproachthroughelicitation,informationgapactivities,instructions,explaining,correcting,scaffolding,andconceptchecking
• Theaimofemployingacommunicativelanguageteachingapproachwastoprovidestrategiesforteacherstoshiftfrom“chalkandtalk”toamorestudent-centredactivitywhereteachersspeaklessinteachingEnglish.
5.1.2Theimpactonteachers’developmentanduseofresources
ThedatafromtheELTISdocumentindicatedthateducationalinnovationwithin
ELTIShadalsoincludeddesigninglearningmaterialscalledIslamicResourcePacks(IRP).
Theycontainedsupplementarymaterialtodevelopavarietyofcommunicativeactivities
andhadbeendesignedtomatchwiththenationalcurriculum.Thesepackscontained
practicalEnglishmaterialseasilyadaptedandusedbyMadrasahTsanawiyahEnglish
teachers.Theresourcepacksincludedlisteningmaterials,languagegames,pictures,cards,
andotherteachingmaterials.Theobservationresultsofthisstudyshowedthatthe
majorityofteachershavebeenusingtheresourcespacksbecauseoftheirpracticalityand
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adaptability.Basedontheseinstancesofuse,theIslamicresourcepacksareregardedas
oneofthefactorsthatdeterminedsuccessinpedagogicinnovationandsustainability,inthe
sensethattheimplementationoftheIslamicpackinclassroompracticeshowedalongterm
impact.
TheresearchhasshownthatIndonesianculturalvaluesaswellasIslamicvalues
havebeenadaptedintotheEnglishmaterialsstillusedinmadrasahs.Thestudyofthe
educationalinnovationofELTISaimedtoprovidetheanswersforthefirstresearch
question,mainlyabouttheaspectofinstructionalmaterialsusedbytheteachers.Further,
thissectiondealswithhowteachersadaptedELTISmaterialsintopractice.Thusthereare
twopointsincludedinthispart.First,thedataofhowELTISadaptedculturalvaluesare
takenfromthedocumentanalysis.Second,thedataofhowteachersadaptedandtookthe
materialsintopracticearetakenfromobservationsandinterviews.
a) DocumentanalysisThisstudyfoundthattheIslamicResourcePacksemployedtheprinciplesof
adaptabilityandsuitabilityinwhichlocalwisdomhadbeenadaptedintoreadingtopicsof,
forexample,proceduraltextsuchashowtomake”bananaKolak”inRamadanfasting
month,howtocookyourfavouritefood,andhowtodo“wudhu”orablution.TheseIslamic
ResourcePackswerealsoauthenticallyadaptinglocalfiguresintoareadingpassageentitled
“JefriAlBukhoriismyfavoritefigure”,“ZaskiaAdyaMeccaismyidol,”andalotmore
interestingtopics(seealsoLAPIS,2008)orvisittheLAPIS-ELTISwebsiteinhttp:///www.lapis-
eltis.org/eltis_resource_packs.html).
Theuseofnamesintheresourcepacksalsoindicatethatthematerialshadtaken
localnamesintoaccount.ItisusualinEnglishbooktousenamessuchasJohn,Mary,David,
Jim,Jane,Catherine,andtheotherEnglishnames.IntheIslamicresourcepacknamessuch
asAhmad,Zainal,Imam,Latifah,Sugiyati,Abdul,Andi,Upik,Yanto,andotherIndonesianor
Javanesenameswereusedinthevariouspartsofthelessonsinthebooktoaccommodate
localcultureandtoshowthatEnglishisauniversallanguage.
Oneofthefactorsinfluencingsuccessinstudents’learningcouldbedeterminedby
theteachers’abilityinprovidinginstructionalmaterials.Lookingatthiscondition,theELTIS
teamhaddesignedandintroducedanewiterationofEnglishmaterialsasaresponsetothe
inappropriateuseoflowqualitystudentworksheets.Theteachershadlongdemanded
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qualityteachingmaterials.However,qualityEnglishmaterialsweredifficulttofindandthe
Indonesiangovernmentpaidlittleattentiontosupplyingthem.Realizingthateffective
materialsmaycontributesignificantlytowardteachingquality,ELTISbegantoworkon
designingbettermaterialsandresourceswhichcouldbeusedbyteachersandlearnersin
theteachingandlearningprocess.TheresultofELTISdevelopers,theproductcalledthe
IslamicResourcePacks(IRP),waswellregardedasoneofthemostimportantinnovations
forclassroominstructionalmaterialsinsupportofthenationalcurriculum.TheIslamic
contentandcommitmentintheworkofmadrasahhasplayedasignificantroleinimproving
thequalityofEnglishlanguageteaching.
PictureofIslamicResourcePacks(takenfrom:ELTISDocument)
ThepicturesbelowareexamplesofthecontentofIslamicResourcePacks.
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AnIslamicResourcePackisareadytouseworksheetwhichcontains:
- 12readytouseA5-sizedworksheetwith20copies- Reusable- Consistingoffunandinterestingactivitiesinlinewith“StandarIsi”suggestedin
curriculumKTSP-2006- Teacherguidebookwhichisphotocopiable- Teacher-friendlyandadaptableteachers’notes- PhonemicchartofEnglishsounds
In addition, one of the important components of adapting materials is that the
teacherandthestudentsareabletoachievelessonaims.Notwithstandingthefunlearning
activities, the teacher may not ignore the learning objective. As suggested by ELTIS,
classroomactivitiesmustrefertotheplanned lessonaims.The lessonaimsmay includea
mainaim,asubsidiaryaim,andapersonalaim.Apartfromthelessonaims,theteacherwill
alwayspayattentionthatsomeportionofclassroomactivitiesshouldbeprovidedfor the
students.Asuccessfullanguageteachingdependsnotonlyonhowwellateacherdeliversa
lesson,butalsoonhowmuchstudentscanlearneffectively.
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b) Observationresults
Theobservationresultsindicatethattheteachershavetheabilitytoadaptthe
materials.Ifthetopicorthelanguageistoohighandthetaskistoochallenging,the
teachersareabletoadjustthematerialtosuitthestudents’needs.Theteachersarealso
abletoadjustthedemandsofoverchallengingtaskstomeetstudents’levelofEnglish.The
Islamicresourcepacksareproducedtoprovideteachersandstudentswithpractical
exercisesthatareeasytoimplement.However,insomeschoolstosomeextentthetaskis
toochallenging.Ifthishappens,theobservationsshowedthattheteachersareequipped
withskillstoadaptthematerialstothestudents’levelofEnglish.
ObservationinthedistrictofProbolinggoshowedthattheEnglishteacherswere
abletoadaptthematerialsfromELTISastheimpactofthecapacitybuildingoftheprogram.
Theyseemedskilledenoughinadjustingthelanguageusedtomakeshortandclear
instructions.ThisespeciallyhappenedinBuYasmin’sclass.Itwasessentiallyhelpfulwhen
theteacheradjustedherlanguageuptothestudents’levelinorderthatherstudentscould
easilyunderstandthemeaningofherinstructions.Eventhoughshesometimesused
Indonesian,shedidnotmerelytranslateherinstructionsintoBahasaIndonesia.Shesimply
usedBahasawhenshegaveadditionalinstructions.Mostlyherlessonsweredeliveredin
English.Theexamplebelowistheobservationnoteshowingtheprocedureofher
classroomlessonactivitiesforaclassof28girls:
ï Instructions (T’s setting up of activities): • TP1 set up the class to be two rows. This is the seating arrangement that most of Indonesian classes have until today. The children sat on the floor in a small room which was not actually a classroom. This classroom was 2x6 meters squares which made it difficult for students to move. The activity usually used was pair work because students did not have access to move around. • TP1 has always tried to use English, and she used Indonesian translation when needed. But most of this lesson was given in English. She assigned SS to do pair work for conversation. • She highlighted “how to request, to accept and to deny.” • She downgraded her language • In the last 5 minutes she concluded and rounded off the lesson by asking children what they have learned.
ï Anticipated problems and solutions • Students might not understand “request” • TP1 anticipated by providing example of how to make a request.
ï Extent of meaningful communication between teacher and students and students and students.
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Yes, she gave students time to experience communicative activity by asking them to develop their own idea in the conversation.
ï Correction of learners’ errors • Yes, she did error correction.
ï Pace /Variety of activities This pace of the lesson was fair.
ï Achieving aims Yes, TP1 has achieved the lesson aim
ï Other Points TP1 has built good rapport in this lesson; she has loud and clear voice
(Observation_TP1_pp)
Thisprocedureindicatedthattheteacherwasawareofadjustingthetopicof
“makingarequest”withherstudentsinthesmallclassroom.Sheshowedtheabilityto
adaptthematerialintoherclassroompractice.ThematerialwastakenfromtheELTIS
resourcepacksforyear8assupplementarymaterial.Shedemonstratedtheabilityto
elaboratethematerialfromtheIslamicresourcepackstomeettheEnglishsyllabusinthe
nationalcurriculum.Therefore,whensheinstructedstudentstoworkinpairsforaspeaking
activity,sheaskedthestudentstodeveloptheconversationinaccordancewithstudents’
owninterests,suchashobbiesorambitions.
Inordertomeetthecontextofthestudents,theteachersuggestedthestudents
changethenameswritteninthematerial;forexample,inaconversationtextbetween
Ahmad(amaleMuslimname)andSugianto(amaleJavanesename)thenameswere
changedintothegirls’ownnames,forexampleMariaorSusanti.Forafollowupactivity,
sheaskedstudentstoexpresshowtoacceptordenyarequest.Thisactivityreflectedthe
contextualandfunctionaluseoflanguage.Thusthestudentslearnedincontextandthey
knewthelanguagefunctionaswell,becausetheteacherhaddevelopedacapacityto
recognisewhenandhowtoadaptherteachingtostudents’needs.
c) Interviewresults
TheinterviewwithBuWulanconfirmedthatpriortotheELTIStrainingshefound
thatitwasdifficulttofindappropriateinstructionalmaterials.Theteachersinherdistrict
foundithardtofindgoodEnglishbooksformadrasahstudents.Inthedistrictof
Probolinggo,MadrasahTsanawiyahteachersofEnglishdependsomuchonunqualified
LembarKerjaSiswa(LKS),atinystudentworksheetwhichwastheonlymaterialavailable.It
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iscommonthatateacherwhoisnotcreativehasalwaysfollowedthestudentworksheet.
However,whenELTISproducedtheIslamicresourcepacks,whichaimedassupplementary
materials,theuseofIslamicresourcepackswasmorefavourable.BuWulanconfirmedthat:
ELTISmaterialsaremoreinterestingthanconventionalmaterialsinmyschool...60%IuseELTISmaterialsand40%IuseLKS.(Interview:TP2_mat)
TheresultsshowedthatencouragingstudentstospeakEnglishwasnotaneasy
task.Quiteoftenaspeakingactivityendedupinspeaking-likereadingactivity.Forexample,
theteacherfounditdifficulttoaskstudentstodevelopideasforan“invitation”topic.Inthe
lessonsheassignedstudentstoworkinpairs.Shetriedtomaketheclassrooma
communicativeactivitysetting.However,theactivitydidnotworkwellandfinallyshe
askedapairofstudents(2girls)tostandupinfrontoftheclassandreadtheconversation
textfromtheworksheet.
Thedatafrominterviewsshowedthattheteacherhadwrittentheteaching
procedureincludingthestages,thematerialsandthetechniquesusedinherlessonplan.
Sheconfirmedthat:
Becausethereare,someofthemfeelstrangeaboutEnglish,someofthemeasytolearnortogetEnglishbutmostofthemisstillverydifficulttounderstandEnglish…emm…Ifeeler…what’sthat…”masihagakkesulitanuntukitu”(“Itisabitdifficulttodo.”)Yeah,sometimesIadaptmaterial,becausethisisrelatedtothetime.IfwetakeallthematerialIcan’tfinishall.SoIadaptsomematerialwetakesomestagesnotall…..Thematerials,thetechniques,sometimeswhenIentertheclass,thestrategywillchangebecausethesituation.Justlikenow,thesituationis…er...studentsaresleepythenIsay,“ok,standup!”thenlikeimperativesentence“standup!”,itisdifferentwiththelessonplan.(Interview:tp1_tp).
Theteacherconfirmedthattherewerevariousproblemssheencounteredduring
teachingintheclass.Shebelievedshecouldmanagethetime,staging,andprocedureshe
employedforthelesson.However,theproblemappearedwhensheenteredtheclassroom,
andsheadmittedthatthestrategychangedbecausesherealisedthesituationforcedherto
createanothertechniquetoawakenstudentsfromsleepiness.
Further,sheconfirmedthatshecouldnotbuildstudents’understandingseasily
aboutmaterialsshedelivered.Shefounditdifficulttoaskstudentstomakeaconversation,
thusthefastestwaytoengagetheminconversationwasbyaskingthemtoreadthe
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conversationaltextexemplifiedinthestudents’worksheet.Itwasaspeaking-likereading
activity.Shestatedthatitwasdifferentfromwhatshehadpreparedinthelessonplan.
Unfortunately,shedidnotprepareapotentialproblem-anticipationwithanalternative
activityorsolutionifplanAdidnotwork.
TheinterviewwithateacherinthedistrictofBondowososhowedthatELTIS
materialsencouragedusingtopicswhicharerelevanttothecontext.Forexample,the
studentswereengagedtotellabout“howtodoablution.”Thisdidnothappenwhenshe
usedconventionalmaterialswhichdidnottakeaccountofthelocal,specificcontext.Oneof
thebenefitsofusingELTISresourcepackswasthattheteacherscouldexplorethetopics
whichmetthestudents’needs.Thematerialhasalsopromotedlanguagelearning,indicated
bystudents’enthusiasmintalkingabouttheirdailylife.Intheinterview,sheaffirmed:
Aisa:…maybepersonalisedabouttheirtopictostudents.Ibelievethatwedidn’tusepersonalisingtopicintheconventionallikeprocedureof,aboutablusing?I:ablution?Aisa:…ablution,yes.Thisisnearwiththeirdailylife. (Interview:TB3_mat)
Afurtherinterviewwiththechiefoftheteachersupportgroup(MGMP)in
BondowosoidentifiedthattheuseoftheIslamicresourcepackswasadaptabletouphold
nationalcurriculumparticularlybasedonIslamiccontent.Thustherewasnoconflict
betweenthematerialsprovidedbyELTISwiththeEnglishcurriculumatthislevel.The
problemidentifiedwasthattheschoolhadtoprovidein-kindsupportforphotocopying
materials,sincetherewasonlyoneIslamicresourcepackineachschool.Thechiefofthe
MGMPsaid:
IthinkELTISIslamicresourcePackisveryer…first,isveryafunandauthenticandofcourseitsupportsourcurriculumbasedonIslamiccontentofcourse.ButwecanuseitallbecauseyeahofcourseschoolpaylotsofmoneytobuyworksheetorLKS.Andwehavetouseitinourclassandthenstudentsalwaysasker…”whywedon’tuseourLKSbu?”Theretheykeeper…everystudentkeeptheirownLKSandthener..yeahofcourseIhavetouseIslamicresourcepackfromELTISandsometimeIuseworksheetfromschool.(Interview:MGMP_mat)
Summaryoffindingsonteachers’developmentanduseofmaterials:• TheresearchresultsshowthatIslamicandIndonesianculturalvalueshave
beenadaptedintoEnglishmaterials.
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• Mostteachersshowedanabilitytoadaptthematerialsintotheirclassroompractices
• ELTISmaterialsrecommendedusingtopicswhicharecontextualandmeetlearners’needsinEnglishlearning
• Thematerialhasalsopromotedlanguagelearningindicatedinstudents’enthusiasmintalkingabouttheirdailylife
• TheuseofIslamicresourcepackswasadaptabletoupholdnationalcurriculumparticularlybasedonIslamiccontent
5.1.3Theimpactonprofessionalnetworksandleadership
Theobservationandinterviewresultsshowedthatthefirstlevelofthiscascade
modelwastheintensivetrainingof61mastertrainersofCambridgeICELT-ESOLforsix
months.Theywereselectedthroughofnumberofrecruitmentprocesses,includingahigh
standardofEnglishlanguageproficiencyshownintheirTOEFLorIELTSscores,thedegree
theyheld,anoral/speakingtest,andatestofteachingperformance.
Inthefirstlevelofthecascade,mastertrainershadbeentrainedintensivelyforsix
monthswithintheCambridgeESOLIn-ServiceCertificateinEnglishLanguageTeaching
(ICELT),aninternationallyrecognisedcertificateforEnglishLanguageTeaching.The
IndonesiaAustraliaLanguageFoundation(IALF)Balihadbeenappointedasthetraining
centreforthetrainers(TOT).Thetraininghadprovidedimportantexperienceformaster
trainersintermsofpracticalandtheoreticalknowledgeofteaching.Interviewresults
suggestedthatthetraininghadboostedtrainerstoahighlevelofenthusiasmandhad
crownedthemwithprideasCambridgeICELTcertificateholders.Forexample,myinterview
withamastertrainerconfirmedthisviewpoint:
MT1 :IwaseagertojoinCambridge-ICELT,IwassoproudthatIholdaninternationalcertificate,youknow,IcouldteachinThailandorinBrunei.
I :It’sgreat,isn’tit?MT1 :Itis.Weareinternationallyrecognisedtrainer,brother.
Interviewsreportedthatseveralmastertrainerswerequiteofteninvitedtogive
workshopsinASEANcountriesincludingThailandandCambodia.Apartfromthat,nineout
ofthe61trainersgotscholarshipsfromtheAustralianDevelopmentScholarship(ADS)to
takeMaster’sdegrees.Sevenmastertrainersgotscholarshipsfromvarioussponsors(ADS,
ALA,DIKTI,andDIKTIS)topursuePhDdegreesinAustraliaandEurope.Onemastertrainer
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hasgonetotheUnitedStatestopursueapost-doctoraldegree.Intheinterviewwiththe
ELTISteamleader,sheconfirmedthatthebenefitforpursuingprofessionaldevelopment
wasnotonlyreceivedbytheteachers,butalsobythemastertrainers.Thisindirectimpact
ofELTIStraininghadgivensuccesstoatleastinspiremastertrainerstomaintain
professionaldevelopmentwhichwasimportantinbuildingthefoundationsforeducational
innovationandbetterlanguageeducatorsinthefuture.Furthershesaid:
Formastertrainerstheyhavegoneandbeendoingaprofessionaldevelopment,someofthemgettheer…scholarshiptopursuehigherdegreefromAusAid,somearegoingtoAustralia,somearegoingtoAmerica,somearetoEurope,notsurewho’sgonetoEurope,somehavegoneforshortcourses.(TPD_ETL_1a)
Thistrainingwastofitoutmastertrainerswiththeknowledgeandskillstodeliver
traininginthreedifferenttrainingcentresincludingSurabayafortheEastJavaarea,
MataramfortheWestNusaTenggaraarea,andWatamponefortheSouthSulawesiarea.
ThetrainingoftrainersdeliveredbyCambridgeUniversitycertifiedtutorsandELTspecialists
oftheIndonesiaAustraliaLanguageFoundation.Thetrainingoftrainerscontainedthree
majorcomponents,includinglanguageforteachers,teaching,andmethodology.Intermsof
thepracticalityandeffectivenessoftheICELTcourseinincreasingknowledgeandskillsfor
languageteaching,amastertrainerwitnessed:
IthinktheICELTcoursethatIparticipatedinwaseffective,inthesensethater…knowledgeabouthowtocreateaverypracticallessonplan,forexample,andhowtoteachtheclassroomthatlanguageclassroomwithfunstrategies,forexample.Wealsowereinvolvedinthevarietyofthesestrategies,howtoconducttheclassinfunwayandsimplybecauseICELTwasnotonlytheoreticalbutalsopractical.ItseemstomethematerialsofthetrainingduringtheICELTcourseswereeffectivetoimprovemypersonalabilityinteaching.Er…onethingthatIdidn’tknowpossiblybeforeparticipateintheICELTandthenIwasinvolvedaboutfewthingsomepointshowtoteachEnglisheffectively.Itwaseffective.”(Interview:MT2_Sby)
Thesecondlevelwasthetrainingof771EnglishteachersofMadrasahTsanawiyah
fromselecteddistrictsofthreeprovincesineasternIndonesia.Theyweretrainedwith
EnglishLanguageUpgrading(ELU)coursesfromlevel1uptolevel4with10effectivedays
foreachlevel.Betweenonelevelandthefollowingleveltherewasahomestudymoduleto
befinishedbyteachersuponreturningtothenextleveloftraining.AfterfinishingELUlevel
four,teacherswerecalledtobetrainedwithintheCommunicativeEnglishLanguage
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TeacherTraining(CELTT)coursesfromlevel1uptolevel5.AftertakingCELTTlevel2,
teacherswereobservedbythemastertrainers,focusingonhowtheyenactedaspectsof
theteachingtheyhadlearnedfrombothcourses.Thisobservationactivitywascalleda
schoolmonitoringvisit,whichaimedtomonitorandevaluatetheirpracticeandgive
necessaryassistance.
TheELTISteamleaderrevealedthereasonbehindtheimplementationofthesetwo
methodologiesfortheteachertraining:
SowewereinvolvedinthedesignofthisEnglishlanguageprogramandweknewthatcan’tjustimproveteachingskillsifthelanguageskillstheyhavewerenotgood.Thereisnopointtohelpteachers’teachingproperlyiftheywerenotconfidentinusingthelanguage,soweidentifiedthatwewouldneedtohelpwhatwecalllikeaforktwoprongs.FirstislanguageupgradingwecalledEnglishLanguageUpgrading(ELU)andwentforwardtoCELTTlevelthenwecouldimproveteachingmethodology.(Interview:CB_ETL_cas)
Thethirdlevelofthecascadewastrainingfordistricttrainers.Thetrainingwas
aimedtopreparedistricttrainerstobeworkingwithotherteachersinateachers’support
groupinthedistricts.Therewere17centresfortheseteachers’supportgroupsinthose
threeprovinces.The64districttrainerswereselectedfromamong771teacherstobe
trainedfor6weeksintensivelybeyondtheELUandCELTTtraining.Trainingfordistrict
trainerswasheldinIALFBalitoaccomplishtheCambridgeUniversityTeacherKnowledge
Test(TKT)coursewhichwasmoderatelychallengingforthedistricttrainers.Adistrict
trainerinBondowosostated:
Weer…welearnedaboutmanythingsinBali,forexample,er…aboutclassroommanagement,andeverythingfromTKT(TeacherKnowledgeTest,fromCambridgeUniversity)andwemakelikeaschedulethatweer…whatcanwesharetoourfriends,likeer…whatisclassroommanagement?Whatwasveryer…Ithinkit’snewforus,forexample,howwemanageourblackboard.(Interview:DT_Bws_cas)
TheinterviewsweretoexploreretrospectivelythereasonswhyELTIShad
implementedthiskindoftrainingmodel.Theintervieweesidentifiedatleasttwomain
basesforemployingthecascadetrainingmodel.First,accordingtotheELTISteamleader
thereweresuchlargenumbersofteachersthattheELTISprojectcouldnotsendenough
trainerstodelivertrainingandbecausethenumbersofEnglishLanguageTeaching(ELT)
specialistsinIALFwerelimited.Intheinterview,sheexplained:
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WhenwecametocascademodelbecausewhenwestartedcollectingdataabouthowmanyteachersaretheyinBondowoso,Probolinggo,Situbondo,er…Lombok,Watampone.Thenumberswerejustenormousandwewerelimitedwithhowmanyteacherswecouldn’tsendalotofteachersandherewewerealsothinkingaboutsustainabilitysotheyaredealtwithworkwithpartnerinstitutions.So,withininEastJavawithIAINSunanAmpel,IAINMataraminLombok,andSTAINWatamponeinSulawesi.Wewouldinvitelecturersfromthoseinstitutionsbutthenwecouldn’ttakeallthelecturersbecausethentheydidn’thavelecturerslefttoteachsoweopeneduptoteachers.(Interview:CB_ETL_cas)Thesecondreasonforemployingthecascademodel,apartfromlimitedtutorsto
traintheenormousnumberofteachers,hadbeentheimportanceofsustainingELTIS
projectactivitiesandmaintainingitsimpact.Consideringthesustainabilityaspect,ELTIShad
providedteacherswithlanguageresourcesormaterialswhichhelpedthemimprovetheir
languageofinstructionandteachthefourlanguageskills,includingreceptive(readingand
listening)andproductive(speakingandwriting)skills.Theprojecthadprovidedteacher
supportcentresineverydistrictwithqualifieddistricttrainersaswell.Furthertheteam
leaderconfirmed:
WethoughtthatitwasimportantthattheygotsomethingvaluablefromICELT.Soitwasn’tjustacoursethatweputon,itwasaninternationalaccreditedcoursefromCambridge,CambridgeICELTcourse.So,wethoughtthatwewereborrowingthispeopletohelpus,butcan’tjusttakethisaspartofthem.SowegavethembacktheICELTcourse,aninternationalqualification.Sothat’sonereasonbehindthecascademodel.Wedidn’thaveenoughourownstafftobeabletogooutanddothreedifferentprovinces,butalsoweliketheideaofthesustainabilitymodelthatyouareabletoupskillpeoplewhocanusetheskillsintheELTISprogrambutwecanalsousethemintheirowncollegesandschools.(Interview:CB_ETL)
ItwasalsoconsideredasuccessfultrainingsinceELTIShadprovidedteacherswith
language resourcesormaterials.The resourceswerehelpful to improve their languageof
instruction,whichallowedtheteacherstoteachthefourlanguageskills,includingreceptive
(reading and listening) and productive (speaking andwriting) skills, effectively. The ELTIS
projecthadprovidedeverytrainingcentrewithqualifiedmastertrainersaswell.Themaster
trainers got knowledge and skills fromCambridge ICELT courses. Itwas not just a course
thathadbeenputon; itwasan internationalaccreditedcoursefromCambridge.Thiswas
alsoonereasonbehindthecascademodelAnditwasanimportantreasonbecauseIALFdid
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not have enough staff to be able to go out and conduct training in the three different
provinces.“Weliketheideaofthesustainabilitymodelthatyouareabletoupskillpeople
whocanusetheskillsintheELTISprogrambutwecanalsousethemintheirowncolleges
andschools” (Interview:CB_ETL).Thusrecruiting61master trainersmaybenefitboththe
master trainers and the teachers (trainees). The master trainers took benefits from the
Cambridge licensed training and the madrasah teachers of English received useful
experiencesfromthemastertrainers.
Similarly, theELTIS regional coordinator confirmed that therewereobjectives for
implementing the cascade model. In her interview, she specified three reasons for
employingthemodel:
Ithinktherearetworeasonsaboutthat,first,hmmactually…weknowthatteachersandstudentswouldliketofacetomeetnativespeakersofEnglishtotrainintheirschoolbutweknowthatitistooexpensiveiftheycometotheruralarea.AndthisprogramcannotreallycoverbigareaiftheyemploysomanynativespeakersofEnglish.Thus,thefirstoneisbudgetissues.
Thesecondoneisrelatedtoer…whatisit?[paused]preparingIndonesianMasterTrainers.Iftheyaretrainedandtheyaregivenopportunitytotrainsotheywillhaveabilitytotrainwillbeincreasing.Hopefullyinthefuturethesemastertrainerscanhelptrainer…Imeantheskillsarethere.Soitisnotonlybelongstonativespeakersanymore,butalsothemastertrainers.
Onemorereasonactually,sotherearethreereasons.ThereisanotherreasonthatweunderstandthattherearemanyplaceslikePesantren,Pondok,andsoon. They…do not really…I don’t know in one way Pondok Pesantren lovesArabic and English but in another way they are afraid of the influence ofcultural things brought by the English teaching especially if native speakerswerethere.(Interview:BZ_ReCo_cas)Engagingthreelayersofthecascademodelwasreasonableforeffective
implementationoftheprogram.Itmeantthattheprocessofthecascademodelwas
relativelyshort;iftheprocesswastoolong“itwouldbedilutedasitreachedthelower
leveloftraining”(Interview:CB_ETL_cas).Thereasonsidentifiedbytheregional
coordinatorspecificallyexhibitedthelimitednumberofnativespeakersofEnglishwho
werealsoELTspecialists.Theotherreasonwastheneedforpreparingqualified
IndonesianmastertrainerstodelivertrainingtomadrasahEnglishteachersinthe
selectedareasofIndonesia.Furthermore,therewereculturalissuesinthesensethat
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mostpondokpesantren,althoughtheywelcomednativespeakers,wereworriedabout
theinfiltrationofwesterncultureintotheirownculture.
Thethreelayercascademodelwasreasonablyaffordableandefficienttobe
engaged.Inaddition,theELTISmastertrainerinSurabayaofficeascertainedthat:
After being trained the training session during the ICELT and thematerialsthathavebeenpreparedby thedevelopers, theELTISprojectdevelopers tobe trained to the teachers were online. So what I experienced during thecourse as the materials should be presented during the training to theteachers the second phase of the cascade…er…it seemed tome that itwasvery helpful. So it was easy to implement the training because we havealreadygotthetheoryandthepracticeduringthetrainingthe…mastertrainerin ICELT course what we did is just to bring the materials that have beenprepared by the committee to the classroomand I thought itwas effectivetoo.(Interview:MT2_Sby)
Summaryofcascadetrainingmodel
• Thethreelayersofthecascade
- Firstlayer,trainingoftrainers(TOT)for61mastertrainerswithinCambridgeICELTtodelivertrainingforEnglishteachers.ThisTOTworkedwellasitwassupportedbyELTspecialistsandCambridgeUniversitytutorsandwasevidentinthetrainingprogram.
- Secondlayer,trainingfor771teachersofEnglishfromtheselectedmadrasahinthreeprovincesofIndonesia.Itworkedwellatthislevelasthetrainingwasdeliveredbymastertrainersandmonitoredduringtheimplementationstage(2007-2010)
- Thirdlayer,trainingfor64districttrainersselectedfromthe771teacherstodisseminateandsupportthesustainabilityoftheELTISprogram.Itwasnotsustainedinthedisseminationprogramforthecommunityofpractice,i.e.theteachersupportgroup.
• Thereasonsforengagingthecascademodel
- AlimitednumberofEnglishLanguageTeaching(ELT)specialistsavailabletoELTIS,whilethenumberofteachertraineeswasenormous
- Inordertoavoiddilution,ELTISeffectivelyengagedthreelayersoftraining
- Inordertominimisebudgetsandexpenditures- Forthepreparationofqualifiedmasteranddistricttrainersneeded
bytheIndonesiancommunityofEnglishteachers
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5.2 SustainabilityoftheELTISProgramImpact
TheELTISprogramhadrevitalisedasubjectteachersupportgroupcalled
MusyawarahGuruMataPelajaran(MGMP)astheefforttomaintainthelongtermimpactof
theprogram.Withtherevitalisationplan,theteacherorganisationwaspositionedasthe
informationcentreforallEnglishteachersineachdistrict,includingthosewhowerenot
involvedinELTIStraining.Thisorganisationwasprojectedasaroomfordistricttrainersto
disseminatetheirknowledgeandskillsinteachingEnglishaftertheELTIStrainingandafter
theprojecthadended.
Theresearchrevealedthat,atsomelevels,theELTISprogramshadlongterm
impacts.TheinterviewwiththeELTISteamleaderindicatedthatshebelievedthattheELTIS
programimpactwassustainedovertime.Shearguedthatthereshouldbestrategies
practisedbytheteachersovertime,especiallywhentheyconsideredthatwhattheygained
fromtheELTIStrainingmettheirstudents’needs.WhenIaskediftheELTISprogramimpact
hadbeensustainedovertime,shesaid:
Ithinkitdoes…Ithinkitdoeshavetheeffectontheteachers,asIsaidearlier,togothroughallthetrainingstojustforgetaboutitafterward,Ithinkitisimpossible.Ithinkbecauseitwasn’tanin-outtraining.ItwaslikeacycleitwascontinuedanditwasbuiltonthenIthinkdefinitelyitissustainable.However,withoutgoingbacktoseeeverysingleof771teachersandinterviewingthemonebyoneandobservingthemteachit’sdifficulttosay,butIwouldsayprobablytheyfastmajority.Theymightnotbedoingthewholelessonincommunicativelanguagestyle,theymightnotbespeakingEnglishwiththewholelessonintheclass,butIamsuretheywillbeusingalotofwhattheyhavelearnedfromELTIS.Especiallywhentheyenjoyedit,whenyouenjoysomethingyouwillgoonusingandIamsure,yes.ButIdon’tknowhowtomeasureit.(Interview:CB_ETL_sus)
Tocrosschecksuchdata,theobservationsandinterviewswereconductedtoget
informationdealingwiththeissuefromthemastertrainersandseveralteachers.The
interviewwithamastertrainerinSurabayaindicatedthatprogramdisseminationcould
possiblybeestablishedinlargerareasconsideringthattheELTIStrainingprogramhad
successfullyfortifiedthecapabilitiesofteachersofEnglishinMadrasahTsanawiyahin
Indonesia.Furthermore,everytrainingcentrepioneeredbyELTISinthosethreeprovinces
mustbeabletodistributepedagogicknowledgeandteachingskillsinthegreaterdistricts.
Thus,moreteachersfromotherdistrictshavebenefittedfromthetrainingprograms.The
interviewwiththeELTISmastertrainersuggestedthattheIndonesianGovernmentorthe
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Islamicinstitutionsinparticular,maydeveloptraininglikeELTIStraininginorderthatthe
impactsaresustainedovertime.Hestated:
IthinkELTISmodel,ELTISshouldbetakenasamodelforthegovernment,ministryofreligiousaffairsordepartmenter…MinistryofEducationandCultureasmodel.Wealreadyhaveresources,wehavetrainingmaterials;wehavemastertrainers.ThethingsweneedtodoisthatgovernmentneedtoduplicateELTISmodelto…inotherregenciesandwiththetargetofotherteachersfromotherschoolsforexamplethetrainingduringELTISweredistributed,spreadtootherer…moreschools,morepopulation,morestudents.Ithinkthereshouldbe…theremustbeotherprojectinitiatedbythegovernmentwiththedifferenttargetwither…whatwecallit…er…spreadtheknowledgefromELTIStootherteachersinotherschools.”(Interview:MT2_sus)
Theobservationandinterviewresultsshowedthattheex-ELTIStrainingcentrein
Surabaya,EastJava,wasevidenceofthetrainingprogram’ssustainability.Thecentre
cateredforELTIS-liketrainingaftertheELTISprojectfinishedin2010.Thenameusedforthe
centreisELTISSurabaya.ThetrainingactivitieswerenotfundedbyAusAidanymore.In
2011-2013ELTISSurabayaestablishedapartnershipprogramwithPusatPengembangan
danPemberdayaanPendidikdanTenagaKependidikan/P4TK(CentreforTeachersand
TeachingStaffDevelopment)inJakartatodelivertrainingforSeniorSecondarySchool
teachersofEnglishintheSurabayaandSidoarjoareas.During2012-2014ELTISSurabaya
deliveredtraining,especiallytointroduceIslamicResourcePackstoteachersofEnglish,in
areassurroundingSurabaya.Andthus,itwasshownthatELTISSurabayahasbeen
demonstratingthelongtermimpactandsustainabilityoftheELTISteachertrainingprogram
byincorporatingitintotheirrole.
Apartfromthissuccess,theresearchresultsonmaintainingtheimpactsoftheELTIS
programshowedsomelimitationsattheteachersupportgroup(MGMP)level.Theteacher
supportgroup,whichwasprojectedtobethespearheadoftheteacherforumforthe
sustainabilityofeducationalinnovation,tosomeextentdidnotworkwell.Thefactorthat
inhibitedtherevitalisationoftheteachersupportgroupwasidentifiedasalackofexternal
support,suchasdistricttrainers,mastertrainersandthedepartmentofmadrasahbasic
educationofMoRAinthelocallevelcalledMAPENDA.
Thedocumentanalysisresultshowedthattherewere17teachersupportgroup
centresinthethreeprovincesinIndonesia,includingsevencentresinEastJava,sixcentres
inWestNusaTenggara,andfourcentresinSouthSulawesi.TheobservationsinEastJava
showedthattwooutofthesevencentreshavebeensustainedtomaintainregular
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meetings,i.e.,intheProbolinggoandSitubondodistricts.InthedistrictofBondowoso,the
lastsupportgroupmeetingwasheldin2012.InSumeneptheteachersupportgroup
mergedintotheprincipalsupportgroup(KKM),andinPamekasantherewasnoteacher
supportgroupmeetingaftertheELTISprojectendedin2010.
Thisstudyidentifiedthattherewereatleastexternalandinternalfactorsthat
influencedtheenduranceoftheteachersupportgroupinthedistricts.First,therewaslow
reinforcementfromtheMinistryinthelocallevel,MAPENDA.InafocusgroupmeetingI
initiatedinBondowoso,heldinAugust,2014,ateacherstatedthattherewasnotenough
supportfromthelocalministry.Theteachersaidthatgovernmentreinforcementwas
stoppedwhenthemoneystopped.Whentheteachersupportgroupwasstillfacilitatedby
ELTISmostprogramswererunningwell.Ateacherinthefocusgroupdiscussionsaid,
“MAPENDAdidn’thelpus.Theydidn’tcareaboutMGMPmeeting.”(FGD:Bws_sus)
Thesecondidentifiedfactoristhattheteachershavelowintrinsicmotivationcaused
bytoomuchworkload.Theyhaveextremelyhugeworkloads,buttoolittlesalaryisreceived
bytheteachers.Workloadreferstotheactivitywheretheteachersshouldwork24ormore
SKS(lessonunits)perweek.Inaddition,theyshouldprepareadailyreportanddothe
correctionormarkingofstudentassignments.Meanwhile,theyneededfinancialsupportto
gotothemeeting;especiallythosewhohostedastheywouldhavetoprovidefoodor
sustenancefortheirguests.Consequently,theycouldnotaffordtoholdtheteachersupport
groupmeetingregularly.TheyfeltthattheMGMPmeetingwasactuallyimportantasthe
placeforsharinginformationandtheyvalueditforwhattheyknowanddo.However,
teachers’motivationforprofessionallearningatthecommunityofpracticewasdecreased
whenevertherewaslessfinancialsupport.Whentheteachersupportgroupmeetingswere
organisedandunderthesupervisionofELTIS,theregularmeetingswerealwayssuccessful,
butwhentheELTISprojectfinishedtheteachermeetingsperished.
Figure5.1isthecascadetrainingmodeldevelopedbyELTISin2007andthedegree
ofsustainabilityrecordedinthethreedistrictareasinthisresearch.Therewereseven
MGMPcentresinEastJava,indicatedastwocentresinBondowoso,onecentrein
Probolinggo,onecentreinPamekasan,onecentreinSumenep,andtwoinSitubondo.The
datatakenin2014showedthatonlytwoofthesecentreswereactive:oneinProbolinggo,
andoneinSitubondo;however,thedistrictsofSitubondoandSumenepwerenotincluded
inthisresearch.Thus,theonlyMGMPofthedistrictofProbolinggosustainedtheiractivity
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inaregularmeetingeverytwomonths.Fromthefocusgroupdiscussiontheidentified
factortosustaintheirregularmeetingswasthattheywantedtokeepinformedand
updated.TheywantedtoknowabouttheimplementationoftheELTISstrategiesinthe
othermadrasahs,regardingthesuccessandlimitationsthatmayappear.
Activities TheCascadingProcessinELTIS Purpose
61 trainers trained inCambridge ICELT-ESOLexam (six months) in2007771teacherstrained60hours x 4 = 240 (ELU)and20hours x5=100hours (CELTT) in 2008-201064 selected from 771trainees + doing TKT-ESOL(1month)in2009Teachers working inMGMP 7 centres of EastJava, two centres inBondowoso, two inSitubondo, one inProbolinggo, one inPamekasan,oneSumenep(conditions in 2014: twoactive; one inProbolinggo, and one inSitubondo,merged withKKM in Sumenep, noMGMP meeting inPamekasan)
EquipMaster Trainerswith knowledge andskills to delivertrainingsImprove teachers’capabilities inteaching English atMTsschoolsDisseminateknowledge and skillsbetweenschoolsSupport continuity ofsupport groupsactivities
Figure5.1:CascadetrainingmodeldevelopedbyELTISin2007-2010,andconditionsin2014
5.2.1Musyawarahgurumatapelajaran(MGMP)andgrassroots’support
OneoftheattainmentsoftheEnglishteachersintheareasunderstudyhasbeenthe
efforttoestablishtheteachersupportgroupcalledmusyawarahgurumatapelajaran
(MGMP)tomaintaintheirqualityofeducation.Thisorganisationreflectsthesupportfrom
thegrassroots.TherevitalisedMGMPwasoneoftheeducationalinnovationscarriedoutby
ELTIS.Theteachersinthosedistrictshavewelcomedtheprogramandtheysupportallthe
activitiesheld.
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InthedistrictofBondowoso,aMasterTrainer(MTYuli)wasappointedbyELTISto
facilitateteachersupportgroup(MGMP)meetingsinthedistrict.Shewasenthusiastic
abouttheappointmentatthattime(2007-2010).Sheevenvoluntarilyallocatedtimeto
facilitateteachers’meetingsuntil2012.Sheacknowledgedthatteacherswerevery
supportiveandengaged.Butwhenapproaching2012,themeetingswereslowlydecreased
andthentherewerenomoremeetings.
Further,datafromtheFGDshowedthatsomeEnglishteachersofStateJunior
SecondarySchool(SMP)innearbydistrictsfeltenviousforthemadrasahteacherquality
improvement.MTYulisaid,“OfcoursetheSMPteachersaretheenvyofthemadrasah
teachers,theysay:Kok,kitatidakdilibatkanbu?Kitajadiiri.[Whyaren’tweinvolved?It
makesusjealous].”EventhoughtheSMPteachershavebetterschoolfacilities,resources,
andbetteraccesstoinformationandteacherdevelopment,theyadmittedthattheywould
havebeenhappyiftheyhadjoinedELTIStraining.Theteacherswhowerenotinvitedtojoin
ELTIStrainingalreadyheardthatELTISwasinterestingandusefulforimprovingteacher
qualityinEnglishlanguageteaching.
5.2.2TheimportanceofprofessionalnetworksforasustainablepracticeTheattempttomaintainprofessionalnetworksindicatedtheimportancetoshare
knowledgeandpractices.Thisresearchshowedthatprofessionalnetworkingineducational
innovationisafurtherefforttoimprovethequalityofeducationitself.Inparticular,MGMP
isthefrontrowoftheeducationinordertosustainit.Thusitisthe‘avantgarde’of
programsustainability.Theobservationandinterviewresultsshowedthattheteachershad
diverseexpressionstorepresenttheirperceptionsregardingsustainingtheteachersupport
group,withnorejectionsinmostregions,butwithminorcomplaintsaboutthe
implementationinsomeareas.
Nevertheless,mostteachersagreedtoestablishandre-establishMGMPasthespear
headofsustainability.Theteachers’focusgroupdiscussioninBondowosoreflectedthe
importanceofputtingMGMPatthe“frontdoor”oftheELTISprogram’ssustainability.From
thediscussion,theteachersapprovedtherevitalisationofMGMPbyELTISintheirteaching
practiceasthe“brain”inthehumanbodysystem.
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I:Jadikalaupengajaranituseluruhtubuh,MGMPituapanya?Tangannya?Kakinya?Telinganya?DTLisa:Otaknya.I:Otaknyaya?Members:Iya,otaknya.I:Luarbiasa.Jadisangatpentingitu.Salam:Memangpakternyata,diMGMPitubisajugauntukmengatasikenakalananak-anak.Members:ya,betul,solusiMTSol:classroommanagement.DTLisa:iyapaktermasukclassroommanagementMembers:iyaTranslation:I:Iftheteachingisourwholebody,whatpartofthebodyisMGMP?Hand?Foot?Ear?DTLisa:ThebrainI:Thebrain?Members:Yes,thebrainI:Excellent.So,it’sveryimportantSalam:Yes,actuallyinMGMPwecanhandledisobedientstudentsMembers:Yes,true,wefindproblemsolutionMTSol:ClassroommanagementDTLisa:Yessir,includingclassroommanagementMembers:Yes(FGD:Bws_mgmp1)ThedataabovereflectsthattheteachersinthedistrictsofBondowoso
acknowledgedMGMPasanimportantpartoftheirteaching.MGMPwasalsoaplacewhere
theteacherscouldfindsolutionswhentheyfacedproblemsintheirclassroompractices,
includinghowtoovercomestudents’negativebehaviours.Additionally,MGMPhasbeen
importanttocommunicateandtoshareideasamongsubjectteachersineverydistrict.
5.2.3Academicrechargingfor“low-batt”teachers
Theresearchshowedaneedfortheacademicrechargingoftheteachers.Itis
metaphoricallylikeamobilephoneafterlonguse;thebatterywillsurelybegettinglow.
Afterfouryears,theteacherscalledthemselves“low-batt”teachers.Likewise,aftera
certainperiodoftimetheirownmotivationwasdecreased.Therefore,thereshouldbean
academicrechargingfortheteachers.
Furtherresultsshowedthatanotherproblemencounteredbytheteacherswasthe
difficultyinmaintainingthetrainingimpact.Inafocusgroupdiscussionateacherproposed
thatanotherin-serviceteachertrainingbeorganisedbyaprogramlikeELTISorsimilar
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sponsoredorganisationtorechargetheteachers.TheotherEnglishteachersfromdifferent
districtscouldpossiblybeinvolved.Belowisthetranscriptofthediscussion.
Sam :Nahinisekarangkendalanyaadalahitutidakdier…apaituistilahnya?Tidakdikawalolehownernya,seandainyaownernyaitumaumengawalmakasysteminiakanberjalandenganbaik.JangankanyanginiyangdiMTssajakalaungisiHAPE…
DTLisa:kalauistilahnyapakSalamtadi,‘ngecas’.Sam :Iyangecas,kitasudahempattahuntidakdicasini?Members:[laughter]Sam :Jadiwajarsajakalaubaterainyamelemahitu.DTLisa:KitainginadatrainingsepertiELTISinilagi.Danjangkauantrainingnyabisa
diperluas.(Translation:Sam:Theproblemtodayisthatthismethodisnotwellmaintained.The
owner(thegovernment)didnotpayattentiononhowtomaintainthisteachingmethod.ItissimilarcaseforMTsjustlikeer…mobilephone…
DTLisa:PakSalam’stermis“recharging”?Sam :Yes,recharging.WehavenotbeenrechargedforfouryearsMembers:[laughter]Sam :So,itisunderstoodifthebatteryisgettinglow…DTLisa:WewantasimilartraininglikeELTIS.Andthetrainingcouldcoverlarger
areas(FGD:Bws_sus)
Theconversationinthefocusgroupdiscussionindicatedthattheteacherswere
feelinghappywhentheirstudentswereenthusiasticandengagedintheclassroomlessons,
buttheyfeltworriedwhentheirstudentsappearedunmotivatedtolearnEnglish.The
teacherswerehopingthatthelocalministryofficeas“theowner-thepolicymaker”would
alwayshelpthemmaintainthesustainabilityofELTISpracticesbyrechargingtheteachers
withnewtraining,facilitatingsubjectteachermeetingsperiodically,orotheropportunities
forinformationsharing.Theactivitieswouldalsohaveagoodimpacttoimprovelanguage
pedagogyingeneral.
Tosumup,theinterviewwithadistricttrainer,whoisalsoanEnglishteacherin
Bondowoso,concludedtheseresearchfindings:
IthinkIhaven’tideatosuggest.ButIwitnessthatELTISisverygoodineveryaspect.Youcanasktheotherfriendsaboutthis.So,IthinkthegovernmentbettertakeELTISasmodeloffutureproject.(Interview:Aisa_sus)
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Summary
• ELTISSurabayacentreshowedevidenceofthesustainabilityofthetrainingprogram
• ThereareidentifiedfactorsthathinderthesustainabilityoftheELTISprogramimpact,includinglowgovernmentenforcement,alackofexternalsupportanddecreasingteachers’motivation
• Theteachersneedanon-goingprofessionaldevelopmentin,forexample,academicrecharging,inordertosustaintheprogramimpacts
• VoicesfromthegrassrootssuggestedthatthegovernmentofIndonesiashouldtakeELTISasmodelforfuturetrainingprojects
Inconclusion,theeducationalinnovationcarriedoutbyELTISincluded:1)working
andstrengtheningpartnershipswiththreetertiaryIslamicinstitutionstodelivertrainingto
improveteacherscapabilitiesinteachingEnglish;2)engagingamorelearnercentred
communicativeapproachinclassroompractices;3)developinginstructionalmaterialswhich
meettheneedsofthelearners’contextbydrawingontheculturalvaluesintheIslamic
ResourcePacks;4)revitalisingteachers’supportgroupswithintheworkingareasofELTIS.
Therefore,itisimportanttomaintainprofessionalnetworksforteacherstoshare
knowledgeandpractices.Thisresearchalsoshowedthaton-goingprofessional
developmentisneededforasustainableinnovationtoimprovethequalityofeducation.
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CHAPTER6
DISCUSSION
Introduction
Thischapterencompassesanoveralldiscussionofthefindingsofthestudy
presentedinthepreviouschapters.Thepurposeofthisdiscussionistointerpretandexplain
thesignificanceoftheresearchfindingsinlightofwhatwasalreadyknownfromprevious
studiesandtotakenewinsightsintoconsiderationwhendrawingoverallconclusions.The
firstsectionisadiscussionaboutpedagogicpracticeinthesocio-culturalcontext,including
theinstructionalandmotivationalstrategiesengagedbytheteachersintheirclassroom
practices.Thenextsectionsaddressthesignificanceofeducationalinnovationdevelopedby
ELTISasanessentialprofessionaldevelopmentformadrasahEnglishlanguageteachersto
sustaineffectiveEnglishlanguageteaching.Theorganisationofheadingsandsubheadings
ofthischapterarebasedonthethemesthatemergedfromtheresearch,toflowthe
discussioncoherently.
Discussion
6.1UnderstandingEnglishLanguagePedagogyinRuralIndonesiaandtheELTISRole
IntheIndonesianeducationsystem,theissuesinlanguagepedagogy,specifically
theteachingofEnglish,areextensive.Todate,Englishremainsacompulsorysubjectfor
junioruptoseniorsecondaryschoolstudents,includingingeneralorsecularschoolsand
madrasahs.Despiteitspositionasacompulsorysubjectinthenationalcurriculumamong
otherthreesubjects(Mathematics,BahasaIndonesia,andSciences),Englishisconsidereda
foreignlanguage.InIndonesia,ithasneverbeenpositionedasasecondorofficiallanguage.
Consequently,thereislimitedinterestintheprofessionaldevelopmentofteachersinthis
areaofthecurriculum.Thus,learningalanguagethatisnotalinguafranca,norhighly
valuedinthepublicarena,andbasedinschoolsratherthaninthecommunityisconsidered
‘academic’ratherthanusefulonadailybasisinthecontextofeducationinruralIndonesia.
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Englishhaslimitedapplicationformostcircumstancesandthesearerestrictedtoeitherthe
classroomortocommunicationwitheducationalorformalsocialcontacts.
Furthermore,theproblemsofteachingEnglishinthemadrasahenvironmentraise
evenmorecomplexities.First,thereisthefactthatmadrasahsareoftentheonly
educationalinstitutionsavailableinruralandremoteareas,wheretheyservethepoorest
membersofIndonesia’spopulation.Thissituationofeducationinequalityistheresultofthe
Stateeducationpolicybeingconcentratedintownsandcities.Second,intherural
educationdistrictsthereisaseriouslackofEnglishteachers.Consequently,itiscommonfor
teachersintheruralareastoattendonevillageschoolinthemorningandthentotravelto
anothervillageintheafternoontoteach.Apartfromalimitednumberofteachersof
English,thereisacrucialissueabouttheirqualityinEnglishlanguageteaching.The
identifiedproblemwasthatmostteachershadnotgraduatedfromanEnglishdepartment.
TheselectionforbecominganEnglishteacherwasbasedontheappointmentoftheleader
ofthemadrasahfoundation,thekyai.Thedetailsofthisprocesshavebeendiscussedin
Chapter4,seesection4.1.2.Third,thelearningprocesswasevenmoredifficultbecauseofa
lackofresourcessuchasinstructionalmaterials.Thus,therewasnootherchoiceforthe
teachersbuttorelyonandfollowthecheaplyproducedandpoorqualitystudent
worksheets,thesocalledLembarKerjaSiswa(LKS).
PriortoELTIStraining,therewasalackofin-serviceteachertrainingforteacher
professionaldevelopment.TheELTIStrainingbroughtinaninnovativeideaineducation;
thatis,anendeavourtoprovideanalternativewayofteachingforbetterlearning
outcomes.TheeducationalinnovationcarriedoutbytheELTIStrainingestablisheda
significantcontributionfortheimprovementofteachers’capabilitiesofEnglishlanguage
pedagogy.Theinnovationcovereddesigningnewteachingandlearningstrategies,by
engaginginmeaningfulcommunicativeactivitiesforlanguagelearning.Itestablisheda
cascademodelofmasterlearnerteachingofotherteachersthroughthelanguageteaching
network.
TheeducationalinnovationcarriedoutbyELTISaffectedteachers’perspectives
andclassroombehaviours.ThenewwaysofteachingintroducedbyELTISbroughtabout
changesinclassroompractices.Therefore,thesignificanceofthisresearchrestsinits
contributiontoansweringthequestionofhowsuccessfulteachersofEnglishatMadrasah
Tsanawiyahareinadaptingtheirpedagogicpractices,sinceELTIStraining,totheirsocio-
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culturalcontexts.Itidentifiedtheinstructionalandmotivationalstrategiesthatteachers
developedinteachingEnglishandtheimpactonstudents,andthirdlytheextenttowhich
theELTISeducationalinnovationhasbeensustainedovertimeastheteachersengagedin
theirnewteachingpractices.Inotherwords,Iarguethatitissignificantthatthestudyhas
investigatedwhathappenswhenaprogramsuchasELTISisintroducedandidentifies
changesthisprograminitiatedandsustained.Thus,mystudycentresspecificallyonthe
particularcharacteristicsofeffectivepedagogicpracticeswhichhavebeensustainedover
time,evenwiththelimitationofnoongoingprofessionaldevelopment.Long-term
maintenancethroughthecascademodeloftrainingwasfoundinsufficientforthe
transformationinteachingtohavethewiderimpactthatwasintended.
6.1.1Pedagogiccontentknowledgeandtransformationalpractice
Mostteachersunderstudyintheruralsocio-culturalconditionsdemonstratedan
awarenessofemployingeffectivelearningactivitiesintheirclassrooms.Priortojoining
ELTIStraining,traditionallearningandteacher-centredmethodsthatweretext-bookdriven
werenoteffective.Theclassroomlessonsemployedrotelearningtechniqueswhere
studentsmemorisedvocabularywithoutcontextualisation.Theteachers’subjective
understandingsreflectedtheirpersonalpointofview(Johnson&Golombek,2002).The
naturalresponsesthattheintervieweesprovidedrepresentedtheirbeliefsabouttheir
‘success’storiesinimplementingtheprogramanditsoverallimpact.Usingadatavalidation
method,theirstorieswerecross-checkedtothedocumentanalysisoftheELTISdesign
document(seesection4.1.1).Theteachersusedtraditionalmethodsandcheaplyprinted
students’worksheetswithold-fashionedandinappropriatemodelsofEnglish.Thus,the
informationprovidedbytheteachersmatchedthedocuments.Interviewsanddocuments
indicatedthatclassroomlessonshadmostlyfocusedonteachinggrammar,with
monotonousexerciseswithoutcontextualisation.AfterELTIS,theteachersgainedanability
toengageinlearner-centredcommunicativeactivitiesinpairworkandgroupworkaspart
offunandauthenticactivities(Machfudi,2013).Thedatashowedthatteacherswereable
toadaptmaterialstomeetstudents’needsintheircontext.Thischangeimprovedstudents’
engagementinlearningEnglishaswell.Thisevidenceshowsthefeaturesofeffective
classroompedagogicpractices.
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ApreviousstudybySalmon(2012)alsofoundthat,ifprovidedwitheffective
training,thelowqualityteachersofEnglishwereabletoimprovetheirabilityinteaching.
ThisstudyextendsthescholarshipbystrengtheningSalmon’sfindingsinaruralareaof
Indonesia.ItalsoconfirmsthefundamentalprinciplesproposedbyShulman(1987),who
promotedthateffectiveteachingrequiresnotonlydeepunderstandingofthesubject
disciplineasthecontentareabutalsodeepknowledgeandunderstandingoftheprinciples
oflearningandhowtoteachthedisciplinecontent.Bothadvocatedthenecessityofhaving
adequatepedagogicknowledgeandpedagogiccontentknowledgetoensureeffective
practicesintheclassrooms.ELTISprovidedCommunicativeEnglishLanguageTeacher
Training(CELTT)thatimprovedteachers’knowledgeaboutteachingmethodologyandskills
inEnglishlanguageteachinganddeepenedtheirknowledgeoftheEnglishlanguageandit
wasevidentintheirclassroompractices.
ELTISalsoprovidedteacherswithEnglishLanguageUpgrading(ELU)toimprovethe
teachers’linguisticknowledge.Theteachersthemselvesimprovedtheirlinguisticknowledge
ofvocabulary,grammar,pronunciationandthefourmacroskillsinEnglish.Theyweremore
confidentwhenteachingEnglishlanguageintheirclassroomsbecausetheyhaddeveloped
theirlinguisticknowledge(seesection5.1.1).Languageteachersdonotteachlanguagewell
iftheydonothaveappropriateknowledgeofthelanguageandtheabilitytouseit.ELTIS
hadbuiltuptheteachers’pedagogiccompetence,theirknowledgeoflearningandteaching,
theircontentknowledgeofEnglishasadisciplineandasameansofcommunicating
informationandengaginginsocialinteractionasanadditionallanguagetoBahasa
Indonesia.Equippedwithlinguisticknowledgeandteachingskills,theteacherswereableto
teacheffectivelyandengagedtheirstudentsusingmotivationalstrategies.Thus,the
conceptofeffectivepedagogicpracticereferstotheinteractionbetweenteachingand
learningandthepossessionofknowledgeinteachingandthesubjectcontentknowledgeof
Englishitself.Assuch,theteachers’knowledgeofsubjectcontent,whichinfluencedtheir
teachingperformanceandstudents’learningperformances,isinlinewiththeBiggsand
Tang(2011)andtheBorg(2006)studies.
Notonlywereteachingprocedures,timemanagement,errorcorrection,and
scaffoldingtechniquesevident,buttheteachersalsodemonstratedbeingcapableof
effectiveclassroommanagementwithoutdominatingasauthorityfigures.Theywereable
toorganiseseatingarrangementsandboardmanagementinsuchawaythatarapportwith
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thestudentsasthemeansofmaintainingclassroomdisciplinehadbeenestablished.Asfor
thelanguageofinstruction,theyusedcode-switchingappropriatelyinadditionto
contextualisingandpersonalisingtheirstudents’learning.
ELTISprofessionaldevelopmentprovidedsufficientexperiencefortheteachersto
developknowledgeandskillsandtheirimprovedoverallpedagogiccompetence
transformedtheirclassroomlessons.Theyweresetting-upmeaningfulactivities,utilising
theelicitationstageofthelesson,buildinggoodrapportwithstudents,employing
scaffoldingtechniques,monitoringandgivingfeedback.Theteachersdiscoveredvaluable
knowledgeandskillsfromtheELTIStrainingingivingresponsessuchasrewardsand
positivefeedback,andbuildingself-esteemandself-confidence.Thesethreekindsof
feedbackwereamostprominentandsuccessfulwaytoengagestudents’motivationin
learning.
Insummary,thisstudyshowedaparadigmshiftinteachinginthesensethatELTIS
influencedteacherstosuccessfullychangeclassroombehavioursfromrotelearningtomore
enjoyableandauthenticlearning.TheEnglishclassroomenvironmentwastransformedby
thepractitionerstrainedinELTIS.Mostoftheteacherschangedfromemphasisingthe
memorisationofvocabularyintotheproductiveuseofEnglishinlinewiththeprinciplesof
CLT(Brown,2007).Theydemonstratedanabilitytominimisethetraditionaltechniquesof
teachingwhichemployedlongrepetitionsofdrillwithoutmeaningfulfollowupactivities,
andtointroduceenjoyable,relevant,andauthenticactivities.Theseactivitiesaresignificant
inaCLTapproach,astheyusetherepertoireofstrategiestheteachersgainedfromELTIS.
Theteachersusedtalktopre-teachandscaffoldlearningasthestudybyShamsipourand
Allami(2012)previouslydemonstratedintheIraniancontext,provingeffectivetohelp
studentsexpresstheirownideasandcreatetheirownsentencesforcommunicationwith
eachother.
Thus,teachertalkhasapositiveeffectonstudents’engagementinclassroom
learning,whilethescaffoldingtechniquemakeschallengingmaterialsmoreaccessiblefor
thestudentstounderstand.WhathappenedintheruralIndonesiancontextprovides
evidenceoftheimportanceofusingteachertalkinscaffoldingactivities.Byinteractingwith
students,thelanguageproficiencyofbothstudentsandteachersisenhanced.Thisstudy
offersaperspectivetotheteachingofEnglishinothercountrieswhereEnglishistaughtasa
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foreignlanguage,giventhattheteachingofEnglishusingacommunicativeapproachdoes
increasestudents’engagementinlearning.
6.1.2Classroombehaviourmanagementstrategies
Classroommanagementcombinesessentialcharacteristicsofclassroomorganisation
anddiscipline.Aneffectiveteachercanmaintainthosecharacteristics.Theclassroom
organisationprovidedevidenceoftheproceduresdonebytheteacherstoestablishlearning
andorganisestudents,thusmakingtheteachingandlearningprocesseffective.Learning
fromtheteachers’experiencesafterfollowingELTIS,thefutureteachertraininginIndonesia
orinothercountriesmayincludeclassroommanagementasoneoftheskillstobemastered
bytheteachers(trainees).Itissuggestedthatwhenteachershavedevelopedthe
knowledgeandtheskilloforganisingtheclassroom,theymayestablisheffectiveclassroom
interactions(Tsui,2001)whichmayimpactonstudents’cultureoflearningaswell.This
viewisinaccordancewithEmmerandStough(2001),whoarguedthatwhenteachershave
theabilitytoorganisetheclassroomandstudents’cooperationtheyperformgood
classroommanagement.Therefore,thisskillisimportantfortheteachertrainingtoimprove
theteachers’capability.
Itisacknowledgedthatpedagogicalknowledgeinvolvesmorethanphysical
classroommanagement,forinstance,theabilityofateacherinarrangingstudents’seats.
However,theskillinorganisingtheclassroomleadstogoodteachingthatsupportsthe
appropriatelearningactivitiesassuggestedbyBiggsandTang(2011).Assuch,the
classroombehaviourandmanagementstrategiesrelatetothemanagementofphysical
resources,time,andthemodelofinteraction(Hall,2010).Inaddition,asuccessfulteacher
maysetuptheclassroomeffectivelyandthisencouragesstudentstoworkinpairsorin
groups(Spratt,Pulverness,&William,2008),andthusasuccessfulclassroominteractionis
determinedbytheteachers’understandingofeffectiveinteractionsbetweenteachersand
students(Tsui,2001).
Aneffectiveteacherattemptstoguidechildrentobehavewellduringclassroom
activities.Goodteachersmaybeabletoreflectintheirpracticethattheattainmentof
qualityofeducationisalsoinaccordancewiththeirpersonaldeepunderstandingoftheir
contributiontotheteachingprofession.ThisaccountisinaccordancewithEmmer(1994)
whopointedoutthataneffectiveteachercanestablisheffectiveclassroommanagement
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systemsincludinghowtomanagetheclassroomsetting,howtochooseteaching
proceduresfortheclassroom,howtousegoodcommunicationskills,andmostimportantly
howateachercanmaintainappropriatestudents’behaviour.Furthermore,theteachersare
reallythemodelfortheirstudentsforclassroomdiscipline(seeMcKenzieetal.,2014).
Classroomdisciplinedealswithhowteachersmaintaincontrolproblemintheclassroom.
Teachersbecomeagoodmodelforclassroomdisciplineif,forinstance,theyarepunctual,
well-preparedforthelesson,returnedhomeworkpromptlywithencouragingfeedback,and
treatallstudentsfairly.
Further,thisstudyshowsthatbuildinggoodrapportisoneoftheimportantparts
forclassroombehaviourmanagementstrategies.Teachersandstudentstogetherplay
pivotalrolesinestablishingagoodlearningatmosphere(Goweretal.,2005).
Encouragementfromteachersenablesworkingrelationsbetweenteachersandstudentsto
occur.ELTIStrainedtheteacherstorealisethesignificanceoftheirrelationshipwith
studentsasamarkofthesuccessoftheirteachingandstudentslearningEnglish.The
studentsbecameinvolvedintheirownlearningandtheywereconfidentintheteachers.
Whenstudentsfeelconfidentabouttheirteachers,theteachingandlearningprocesses
workwell.Buildingagoodrapportmeansacloserrelationshipbetweenteachersand
students;solearningtheEnglishlanguageisestablishedinamorerelaxedsituationas
BuskistandSaville(2001)alsofound.
Basedontheanalysis,thisstudyidentifiedthatgoodrapportmaybewell
establishedwhenteachersconsiderthefollowingaspects:
- bepositiveabouttheirstudents;whetheritisabouttheirabilityorproficiencyin
Englishorabouttheirpersonality
- bepositiveaboutstudents’socialandculturalbackgrounds
- showapersonalinterestinstudents;appreciatetheircuriosity(hobbiesor
ambition)assuggestedbyBuskistandSaville(2001),aswellasshowconcern
aboutdifficultiesinlearningalanguage.
6.1.3Classroomlanguageusedbytheteachers
Classroomlanguageorinstructionincludesthelanguageusedbyteachersin
deliveringlessons.Classroomlanguagecoversimportantelementsincludingtheclarityof
instruction,whichshowstheteacher'sskillinengagingcommunicationwithstudents.A
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clearvoicemayattractmorestudents’attention.Incontrast,anunclearvoicecreates
feelingsofuncertainty,evenfrustrationaboutmisunderstandingormisinterpretingthe
teacher’sinstructions.Assuch,aneffectiveteacheris,ifhis/herinstructionworkswell,
providingasituationwherestudentsunderstandtheirteacher’sinstructions.Apartfrom
this,aneffectiveteacherisalsotimeefficientinthesensethathe/sheiseconomicinusing
words.Insteadofgivinginstructionsthataretoowordy,anefficientteacherusessimple
languageandshortexpressions.
Oneimportantstrategyinclassroominstructionisusingauthenticexamplesand/or
media,suchaspicturesandrealia(seeHarmer,2001).AccordingtoHarmer,teachingusing
mediaiseffectiveinhelpingteacherstoengagestudentsinlearningbecauseitiseasierfor
thestudentstounderstandtheteacher’sinstructionwhentheteachershowspicturesor
realobjects.ThisinnovativewayisofferedbyELTISthroughatechniquecalledconcept
checking(ELTIS,2007).Thistechniqueisnotsimplyaquestionlike“Doyouunderstand?”
whichisnotalwayseffectivetomeasurestudents’understanding,becausewhenaskedsuch
aquestion,thestudentswillsimplysay“yes”eventhoughtheydonotunderstandthe
teacher’sexplanation.Inordertoincreasestudents’understandingsandtominimisethe
“yes/no”answer,mostteachersinthisresearchdemonstratedtheimportanceofconcept
checkingbyaskingforexample,“whatshouldyoudo?”afterinstructingstudentstodoa
task.Theexampleofaclassroompractice(seesection4.1.3)byateacherinthedistrictof
Pamekasanshowedthatconceptcheckingthatengagedstudentsina“snowballbattle”
gamewaseffectivetocheckstudents’understanding.Thisconceptcheckingworkedwellin
makingsurethatthestudentsunderstoodtheteacher’sinstructionswhichareimportantin
thefollowupactivities.
• Code-switchingandmeaningmakingprocesses
Oneoftheadvantagesofusingcode-switchinginclassroompracticesasa
scaffoldingtechniqueisthatitenablesteacherstohelpstudentsunderstandthe
instructions.Code-switchingisawayofscaffoldinglearnersbymovingbetweenalanguage
theyknowandthetargetlanguagethattheyarelearning.Thisassistscomprehensionby
allowingexplanationsofcomplexinformationinthelanguagethatstudentsknow.Code-
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switchingusesthehomeornativelanguagetosimplifythetargetlanguage(Wei,2001)and
toassistunderstandingthroughtheprocessofcombiningtwolanguagesinaconversation
(Green,2014).
TheteachersinthedistrictsinthestudyinstructedinEnglishwhentheycouldand
switchedtheirlanguageofinstructiontoBahasaIndonesia(seesection4.1.3)asameansof
helpingstudentstofollowthelessonmoreeasily.Students’responsesofincreasing
enthusiasmenabledthemtofinishtheirtasks.Theuseofcode-switchinginthisEFLcontext
helpedteacherstogetthemessageacross,astheteachersfounditaneffectiveassistance
tostudents’understandingofinstructionsandefficiency,inthesenseofnotneedingalong
timetoclarifystudents’understandingoftheirinstructions.Learningfromtheclassroom
practicesinruralmadrasahsinthisstudy,otherteachersandpractitionersinsimilar
contextsmayalsoengagecode-switchingasatechniquetoteachEnglishasaforeign
languagebecauseitiseffectiveandefficient.
Thisstudyexposesaprincipleofcontextualising(byteachers)asthisteaching
providedstudentswithmeaningfulreallifesituations,suchastheprocessofcontextualising
thejobsofstudents’parents.Iarguethatcode-switchingisusedbytheteachers
strategicallytointegratethetwolanguages(nativelanguageandtargetlanguage).This
code-switchingprocessalsosupportscontextualisingthelearningandpersonalisingthe
contextofconversationsbytheteacher,andthisdirectsstudentstorealsituationsand
authenticanswers.Usingapersonalandcontextualapproach,theteacheristhenableto
simplifythemeaningmakingprocessforthestudentsandbringthelessonintothe
students’realsituation,assuggestedbycommunicativelanguageteaching.
6.1.4ChallengesofmaintainingmotivationtolearnEnglishinruralmadrasahs
IssuesandchallengesinteachingEnglishinruralmadrasahsareenormous.Despite
thefactthatEnglishisconsideredtobeadifficultsubject,itspresenceasacompulsory
subjectdoesnotseemdesirableinsuchasituation.Inthissocio-culturalcontext,
maintainingmotivationisanimportantelementamongthechallengeswherethestudents
arenotmotivatedtolearnEnglish.Theteachersalreadyknowthatthemotivatedstudents
seemedintheclassroomtobetheenthusiasticonestoreceivethelessons.However,those
whowerenotmotivatedappearedlethargictobeinvolvedintheclassroomactivities.The
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majorchallengeswerethediversesituationsandconditionsofthestudentsinmadrasahs
andthattherewasalimitednumberofself-motivatedstudents.
Motivationalstrategiesengagedbytheteachersinthethreedistrictmadrasahswere
givingpositivefeedback,rewards,andbuildingstudents’self-confidence,therebyincreasing
self-awarenessandopportunitiesforimprovementinstudentlearning.Positivefeedback
increasesstudents’motivationtolearnEnglish.Theobservableclassroomattitudes
indicatedthattheteachers’involvementincreasedstudents’motivation(Ryan&Deci,2000)
tofollowthelessons.Whenthestudentsunderstoodthevalueoflearning,theyappeared
moremotivated.Byboostingstudents’learningstepbystep,theteachersincreased
students’enthusiasmleadingtoself-motivatedlearning.Assuch,payingattentiontothe
influenceofpositivefeedbacktowardlearners’attainmentinlearningEnglishisessential.
Thisstudyalsosuggeststhateachlearnerlearnsdifferently,thusthestrategiestomotivate
thestudentsoughttobedifferent,dependingonthecontext,thelearners,andthe
program.However,inmostobservedclassroompractices,astrategyof“givingrewards”
engagedbytheteacherswasevidenttobeincreasingstudents’motivationinlearning.It
showsthatthisstrategyhasraisedstudents’enthusiasminfollowingtheEnglishlessons.
Thesmallgiftsfromtheteachershavepositivelytriggeredinotherstudentsadesiretodo
tasksbetter.
Thelongtermmotivationisbuiltuponteachers’engagement.Theteachersplayeda
pivotalroleinengagingstudentsinlearning.Thelearnersdependedsomuchonthe
teachers’performances.Iftheteachersencouragedthestudentstoexperienceactive
learningintheclassroomactivities,thestudentsenthusiasticallyfollowedtheteachers’
commands.Iftheteachersappearconfidentandengaging,thestudentsareconfidentabout
theteachers.Therefore,students’self-esteemandself-confidenceemergeastheresultof
theirenthusiasm.Iftheirself-esteemandself-confidenceareblossomingthentheintrinsic
motivationwillgrowaswell(Deci&Ryan,2011).Ifthemotivationisembeddedinlearners,
thesuccessinlearningisjustastepahead.
Figure6.1isthesequentialmodelofmotivationalstrategiesdrawnfromthese
findingstorepresentacontinuingstageinacircularflow.Thisdiagramemphasisesthe
stepsorstagesofhowmotivationalstrategiesleadtosuccessinlearningratherthanto
showthecyclicalconnections.Thethreecomponentsofmotivationdrawnfromtheanalysis
oftheteachers’practicesinthefield,includingteachers’engagement,students’
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enthusiasm,self-esteemandself-confidencearefundamentalindeterminingsuccessin
learning.Thismeansthat,iftheteachersengageappropriatemotivationalstrategies,the
students’enthusiasminlearningwillincreaseandatthesametimetheirself-confidencewill
increase,allofwhichwillleadtosuccessinlearning.
Figure6.1:Thesequentialmodelofmotivationalstrategy
Teachers'beliefsaboutteachingareinstrumentalinshapinghowtheyinterpret
whatoccursintheirclassrooms.Theirexperiencesinteachinghaveformedcapabilitiesin
decisionmaking,particularlyindecidingwhichbestpracticeshouldbeappliedforincreasing
students’motivationinlearningEnglish.However,thereisnoguaranteethatexperience
alonecanovercomeamotivationprobleminlearning.Asteachersandlearnersinrural
areasseemtofacecomplexdrawbacksinestablishinggoodlearningenvironmentscaused
bytheirsocio-culturalbackgrounds,therearebigchallengesintheseareas.Itis
acknowledgedthattheteachers’prioreducationandenthusiasmaresignificantfactorsin
theteachingandlearningprocess,particularlyinchoosingthebeststrategyforhowto
motivatepassivestudents.Giventhatmotivationplaysapivotalroleinlanguagelearning,
theteachersconsideritimportanttomotivatetheunmotivatedstudents.
6.1.5Theimpactsofsocialvaluesandcontext
Thediscussionaboutsocio-culturalbackgroundswhichimpactonclassroom
pedagogicpracticesincorporatesthenaturalsettingofthemadrasahs.Thisincludescultural
Mo]va]onalStrategies
Teachers'Engagement
Students'Enthusiasm
Self-Esteem&Self-
ConfidenceRaise
SuccessinLearning
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characteristicsandthelanguageused,economicandeducationalbackgrounds,andlocal
culturalvaluesandbelieforreligiousaspectsofthesocietysurroundingthemadrasahs.
MostschoolsinruralanddistrictareasthatELTIStargetedwereprivatemadrasahs;and
onlyafewmadrasahsweregovernmentowned.Therefore,alltheeightmadrasahsinthis
studywereprivateinstitutionsownedbyaprivatelyoperatedIslamiceducationfoundation
calledYayasanPendidikanIslam(YPI)andanIslamicboardingschoolinstitutioncalled
YayasanPondokPesantren(YPPcommonlyabbreviatedasPP).
Thisstudydemonstratesthatthesocialandculturalconditionsinfluencethe
learners’learningattainment.Inthisdiscussion,theterm“learningattainment”hasa
parallelmeaningwiththeuseofthetermlearningoutcomeorlearningachievement.
Learningattainmentistheresultoftherelationbetweenteacher,student,andthematerial
usedintheclassroompractices.Therelationofsocio-culturalconditions,themadrasah
system,theteacher-student-materialandlearningattainmentisgiveninFigure6.2:
Figure6.2:Therelationofsocio-culturalconditionandlearningattainment
Figure6.2showsthefunctionalrelationbetweenthesocial-culturalconditionswith
themadrasahsystemandtheclassroompedagogicpractices.Themadrasahsystemhas
beenbuiltbythesocietyanditmayinfluenceteachingandlearningprocessesin
classrooms.InVygotskiansocioculturaltheory,mosttheoristsmaintainthathuman
cognitioncommencedinandaroseoutofparticipationinsocialactivities.Fromthis
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perspective,“humancognitionisunderstoodasoriginatinginandfundamentallyshapedby
engagementinsocialactivitiesand,therefore,itfollowsthatwhatistaught,isessentially
formedbyhowitistaught.Similarly,whatislearned,isfundamentallyshapedbyhowitis
learned,andviceversa”(Johnson&Golombek,2011,p.3).AsshowninFigure6.2,the
socialandculturalconditionshadformedteachers’implementationofthematerialsandthe
waysthattheyengagedstudentsinlearning.InELTISspecifically,usingastudent-centred
approachwilldeterminethelearningachievements.Ifthevaluesof“whatistaught,is
essentiallyformedbyhowitistaught,andsimilarly,whatislearned,isfundamentally
shapedbyhowitislearned,”aqualifiedteacherwillshapethequalityofpedagogicpractice
topromotestudentstoattainbetterlearningoutcomes.Conversely,teacherswithalow
qualityofperformancepotentiallyproducelowlearningattainment.
Thesocialandculturalconditionsinthedistrictsknownas“DaerahTapalKuda”
showedtypicallyloweducationalbackgrounds.Thisconditionmaybeinfluencedbythe
economicconditionofthesociety.However,ithasbeenblurredbyacausativetangle:
whetherloweducationfactorsaffectpovertyorpovertycausestheloweducationofthe
people.Theonlyfactisthatsuchsocialandculturalconditionshaveexistedforalongtime.
AccordingtoLantolfandThorne(2007),theeffortofacquiringsecondlanguagerequires
processesthatmightinvolvetheparticipationofthecultureofthesocietyinthenatural
settings,suchasfamilylifeandinteractionamongsocietymembers,andininstitutional
contextslikeschooling,socialorganisationalactivitiesortheworkplace.ELTIShadgiven
assistancetoimprovethequalityofEnglishteachinginsuchconditions.The
commencementofthecapacitybuildinghadbeensupportedbythecharacteristicsofrural
people,whowerefriendlyandopenforexternalsupportoraid.
ELTISincorporatedtheprincipleofmutualassistance“gotong-royong”intonewforms
ofcollaborativestrategiesanditdevotedalotofeffortinmaintainingclosepersonal
contactsorrelationshipswiththekeystakeholders,includingtheMinistryofReligious
Affairsatthelocallevel(henceMAPENDA),partnerinstitutions,andprincipals.Regular
communication,keepingpeopleup-to-dateonthedevelopment,andactivelyengagingkey
stakeholders,enabledongoing,informedsupportandactivecooperation.Relationships
havebeenbuiltonSchool-basedManagementWorkshops,SchoolMonitoringVisits,and
WorkingCommitteemeetingsasreportedbyELTIS(2009).
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IntheruralareasofIndonesia,povertyisstillconsideredanimportantdrawback
fordevelopment,butELTIShashelpedteacherstobuildcapabilitiesforbetterperformance
andconfidenceinteachingEnglish.Insuchimpoverishedconditions,parentsaresubmissive
toPondokPesantrenandrelyontheIslamicfoundationfortheirchildren’seducation.The
teachersandprincipalsattempttoprovidethemwithenoughsupport,likegivingthem
booksfromtheBOSBukuscheme.Throughthisscheme,themadrasahfreedparentsfrom
payingtuitionfees.However,teachersandprincipalsshouldbeawareofthedangersofthe
situationwhenparentshavegivenallresponsibilitiestothemadrasah.Wentzel(1991)
suggestedthattherehasbeentheimportantvalueofsocialresponsibilityinfacilitatingthe
learningprocess.Inthisview,thesocialresponsibilityisseenasadevotiontosocialrule
(Lantolf&Thorne,2007)andtheroleexpectationisthateachcomponentinthesociety
shouldplayitsrolewhilefollowingsociety’srules.Ifparentsyieldtotheirchildren’sneed
fortheschool-likewhathashappenedindistrictofBondowoso-andifithappensfora
longperiodoftime,theconsequencesofthisconditioninthesocialsystemcouldworsen
educationandpotentiallycreatenewproblems.
Insummary,thisstudyshowsthattheconditionofpedagogicalpracticesistheresult
ofeducationbeingconcentratedinthecitiesandcentraltownsandthereforeprovidingan
inequitablesystem.Thetheoryshowstheimportanceofcommunityparticipationtoprovide
studentswithasufficientlyresourcedlearningenvironment.Toimproveteachers’
capabilitiestodeliverlessons,itwouldbebetterifthecentralgovernmentprioritised
financialsupportsforteachersandtheseshouldbesentdirectlytoteachersintheformof
incentivesfortheirowncapacitybuildinganddevelopment.Byusingmoneyfromthe
government,teacherscouldundergotrainingtoimprovethequalityoftheirteaching.The
conditionsintheruralareassofarshowthatthosepoorteachershavetohelptheirpoor
studentsinorderthattheclassroomactivitiesareabletooccur.Theseclassroomactivities
willbesustained,ifthestakeholderspaymoreattentiontothesocialconditionsthatare
neededtobuildprofessionaldevelopment,whichwillbenefitthemadrasahsystemwithin
thebroadersystemofeducationinIndonesia.
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6.1.6Teachers’culturalvaluesandbeliefsaboutpedagogy
Anunpredictedoutcomeofthisresearchisthat,inthesocialandculturalconditions,
thepedagogicpracticewasbuiltuponthevalueofthebeliefsoftheteachersinthesense
thatteachersseepedagogyastheroomforbuildinganunderstandingoftheirliveshere
andhereafter.Thusthegoalofeducatingchildrenisnotonlyforgettingsuccessinthis
worldlylife,butalsointhelifehereafter.Thisviewisthevalueandbeliefoftheteachers
towardspedagogy.Therefore,thespiritofteachingissignificantlybuiltuponthisvalueof
belief(seeSection4.2.1).Theconsequenceofthisbeliefisevidentinthefactthatateacher
willinglyacceptedtheconditionofbeingunpaidforeightmonths.Itisunlikelythata
situationlikethishappenselsewhereintheworld.
6.2EducationInnovationforSustainabilityofTeacherProfessionalDevelopment
Theideabehindinnovationineducationisanendeavourtolookforanalternative
wayofteachingforbetterlearningoutcomes.EducationalinnovationcarriedoutbyELTIS
establishedsignificantcontributionsfortheimprovementofteachers’capabilitiesofEnglish
languagepedagogyfortheirprofessionaldevelopment.Theinnovationincludeddesigning
newteachingandlearningstrategiesbyengagingmeaningfulcommunicativeactivitiesfor
languagelearning.Thetargetedparticipantsofthisresearchdemonstratedtheirabilityin
bringinginthenewapproachintotheirclassrooms.Theteachersshowedanunderstanding
ofhowtoengagestudentstoexperiencemorelearner-centredactivitiesandhowto
encouragestudentstocommunicatewitheachotherinmeaningfulpairwork,groupwork
orindividualtasksinfunandauthenticactivities.Assuch,theeducationalinnovation
contributedtoalternativeteachinglanguagethroughbuildingpedagogicknowledgeand
skillsratherthanjustintroducingmethodsofteaching.
Sustainabilityofaprograminthiscontextisthe“continuationofbenefitsaftermajor
assistancefromadonorhasbeencompleted”(ELTIS,2009,p.4).Thesustainabilityofthe
ELTIStraining,therefore,didnotnecessarilymeanthatallactivitiesandinputsfundedbya
donorshouldbesustainedovertime.Thesustainabilityofaprogramshouldbereviewedon
thedevelopmentpracticesandstrategiesimplementedbyteachersaftercompletionofthe
ELUandCELTTtrainingsratherthanonELTISbeneficiariesandLAPISasthedonor.
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6.2.1TransformingIslamicresourcepacksintoclassroompractice
ELTISintroducedlearningmaterialscalledIslamicresourcepacks(IRP)whichwere
designedtoequipteacherswithadaptablematerialsforvariousenjoyableandauthentic
activities.Teachersneedtoselecttopicsfromthepacksfortheirlessonsthatmatchwith
theEnglishsyllabusmandatorylearninginthenationalcurriculum.Intheruralmadrasah
contextwhereIndonesianlanguageisusedasthelanguageofinstruction,teachers
anticipatetheconditionsofclassroomcommunicationbymaximisingusingEnglishand
minimisingusingBahasaIndonesiaforclassroomactivities(MinistryofNationalEducation,
2008).TherearevariousexamplesofcommunicativeactivitiesprovidedintheIslamic
resourcepacks,therebyteacherscreatefunandauthenticlearningwhichalsoincreases
students’motivation(ELTIS,2007).Teachersgetbenefitsfromthemadrasahsystemwhich
allowsthemtoprovidestudentswithavarietyofresourcesinlearningEnglish,including
materialsfromthepacks.PriortoELTIS,teachersfounditdifficulttofindgoodinstructional
material.TheengagementofIslamicresourcepackswasprovedmeaningfulinimproving
learners’proficiencyinEnglish,asshownintheirperformance.
Richards(2006)pointedoutthatadaptingmaterialsandcreatingactivitiesare
importantskillsinlanguageteaching.Richardsfurtherarguedthatmaterialsforinstruction
inlanguageteachingareformedbyanumberofelementssuchastheteacher,thelearner,
andthecontextualvariables.ThisaccountisinlinewiththeIslamicresourcepackswhich
weredesignedtomeetteachers’andstudents’needsfortheIndonesiancontext,not
especiallyforruralmadrasahs.TheIslamicresourcepackswereaimedtobea
supplementarymaterialwhenitwasdesigned.Thepacksareculturallyrichandmoderately
implementabletotheteachers’socio-culturalconditions,suchassuggestedbyKirkpatrick
(2011).Theseinstructionalmaterialsarehighlyadaptable.Inaddition,itfollowsthenational
curriculumofKTSP-2006,anditisflexibletothenewcurriculumaswell.
6.2.2Revitalisationofteachersupportgroup
Revitalisationofteachersupportgroupscalledmusyawarahgurumatapelajaran
(MGMP)wasoneoftheinnovationsdevelopedbyELTIS.TheMGMPasaforumofsubject
teachershasexistedinthedistrictsunderstudy,buttheyhaveseemedinactiveforalong
time.Therefore,ELTISinitiatedtorevitalisetheteachersupportgroupasanattemptto
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sustaintheprogramimpacts.AstudybyHendayana(2007)suggestedtheimportanceof
MGMPasaprofessionalforumforsubjectteachersatdistrictlevel,aplaceforsharing
informationamongthem.ButHendayana’sstudydidnotspecificallymentionhowto
continueaprogramimpact.HisstudyrevealedtheimportantfunctionofMGMPasa
supportgroupforsubjectteachers.Inenrichingtheabove-mentionedstudy,mystudy
showstheeffectivenessoftherevitalisationforthesustainabilityofaprogramimpact.
ELTIS’sinitiationwassuccessfulinestablishingtheiractivities.ELTISengagedteachersnot
onlytoshareideasintheforum,butalsotodisseminateknowledgeandskillsinthesupport
group.Notwithstandingtheevidencethatsupportsit,theenduranceofthisprogram
encounteredseveralhandicapsindisseminatingtheknowledgeandskills.Inotherwords,to
sustainaprogramimpact,theteachersstillneedmoreexternalsupports,mainlyfromthe
ministryinthelocalleveltocontinuouslyprovideteacherswithregularrecharging.
TheproblemsencounteredbytheteachersinmaintainingtheMGMPactivities
couldnotberesolvedwithoutaddressingtherelationbetweentheteachersandtheir
madrasahfoundation,ontheoneside,andthelocalministryontheotherside.Yet
responsesfromteachersabouttheexternalsupportswerevaried.Theyagreedononething
–thattheyneedsupportsuchasanappropriatesalarybecausetheyreceiveaverylow
salary.TheyalsoneedhardcopyresourcesofinnovativeclassroompracticesuchasELTIS’s
IslamicResourcePacks.Thecontinuationoftheiractivitiesalsodependedontheteachers
themselves.Infact,thepresenceofteachersupportgroupsasanimportantbackingin
maintainingthelanguageteachinginnovationneededincentivesasaninfluentialfactorfor
sustainability.Thus,innovationinthisareaneedssociety’sparticipation,suchas
independentsocialandreligiousorganisationslikeNUunderwhichmostMadrasahsare
established.Also,otherIslamicfoundationswouldbeexpectedtocooperatewitheach
otherwhileincreasingmutualpartnershipswithlocalgovernmentorministries.Thelocal
ministryshouldplayitsroleascoordinatorofthesecondaryeducationatthedistrictlevelto
revitalisetheteachersupportgroups.
6.2.3Theeffectivenessofthecascadetrainingmodel
Thecascademodelofteachertrainingingeneralandinseveralspecificcaseshas
aimedtominimisecostandmaximisebenefits(Bax,2002;Hayes,2000;Weddel,2005).In
developingcountrieslikeIndonesia,whereteachersaredispersedinruralandremote
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areas,acascademodelofin-serviceteachertrainingispreferredforlarge-scaletraining.The
cascademodelemployedbyELTISwasathreelayercascadeinordertoavoiddilution,such
asconfirmedbyGilpin(1997)whoarguedthatifcascadeistoolongitgetspotentially
dilutedbythetimeitreachesclassroompractices.Thus,thereasonforengagingathree
layercascademodelinELTISwastoavoiddilutionaswellastofitthelimitednumberof
EnglishnativetrainersandELTspecialists,whilethenumberoftrainees(MTsteachers)was
enormous.
Thefirstlayerworkedwell.Itwasasuccessfultraininginthefirstlayerbecauseit
utilisedahighstandardoftestinrecruitingthemastertrainers.They,then,weretrainedby
highqualityCambridgeUniversitytutorsandELTspecialistsfromtheIndonesiaAustralia
LanguageFoundation(IALF).Thesixmonthintensivecoursecomprisedthreemajor
componentsincludinglanguageforteachers,teaching,andmethodology.Thecoursewas
effectiveintermsofknowledgeabouthowtocreateaverypracticallessonplanthatwould
beprovidedinaninterestingway.Itwasalsoatrainingofhowtoteachthelanguage
classroomwithfunandvariousstrategies.ItwasaneffectivecoursebecauseICELTwasnot
onlytheoreticalbutalsopractical.ThematerialsofthetrainingduringICELTcourseswere
effectiveto“improvemypersonalabilityinteaching,”saidamastertrainer.
Thesecondlayerwasasuccessfultrainingaswell.Thetraininginthislevelwas
effectivebecause,inreturningtotheirschoolfromthetraining,theteachers(trainees)
demonstratedvariousteachingstrategiesobtainedfromELTIS.Theywereabletocreate
enjoyablelearningenvironmentsthatpromotedstudents’learning.ELTISprovided
assistancebymonitoringtheirpracticesattheirmadrasahs.Thisstrategyworkedwelland
innovativeinanIndonesianin-servicetrainingcontextwhereitwasnotcommontomonitor
trainees’developmentaftertrainingwasaccomplished.Inotherwords,thisissupposedto
beagoodmodelforin-serviceEnglishlanguageteachertraininginothercontextsof
Indonesiaorinothercountries.
Thethirdlayerofthiscascademodeldidnotworkaswellasthefirstandthe
secondlayers.Itappearedtohavedecreasingimpactattheteachersupportgrouplevel
(MGMP).TheteachersupportgroupwasplannedtodisseminatetheELTISimpactsinorder
tosustainthestrategiesovertime.However,theteacherswerepowerlesstodisseminate
theirknowledgeandskillsafterassistancefromELTISwerestopped.Theidentifiedfactors
werelowgovernmentenforcement,includinglackoffinancialsupport,anddecreasing
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teachers’motivationcausedbynomoreincentives.Consequently,theELTISprogram
impactisnotsustainableatthislevel.Theevidencefromthegrassrootsreflectedthat
havingone-offtrainingdoesnotsufficetheneedforsustainabilityofaprogram.
Iarguethatthecascadeschemaofthetrainingmakesgoodsense.However,asthe
qualityofthetraininggivendownthelayersdecreasedgraduallywhilethetopmaster
trainerhasanexcellentmasteryofallaspectsofpedagogyandEnglish,theteachersatthe
lastlevellagbehindanditmaybesaidthattheyareratherweak.Ifateverylevelofthe
cascadetheyhavealeader,thebestoftheresourcepack,andthattheleadercantakecare
ofhis/hercohortbycontinuouslyprovidingregularrefreshing,theymaygetmuchbetter
results.Itshouldrunbyitself.However,thisassumptionneedsfurtherinvestigation.
Learningfromexperience,thisresearchrecommendsthatfuturestudiesconsider
investigatingthislimitationinordertoexaminepotentialissuesregardingthesustainability
ofprograms.
6.2.4ImprovementforfutureinnovativelanguageteachinginIndonesia
Inthemulti-culturalandmulti-lingualIndonesia,theresearchshowedevidencethat
diversefactorsareinfluencingthesuccessoftheimplementationofcommunicative
languageteaching(CLT).Despitethescarcity,theinnovationwhichinvolvesmulti-level
actorsandstakeholderswithdifferentvestedinterestsandideas,ELTISbecamean
importantexampleforimprovingthequalityofEnglishteachingandlearning.The
innovationcontributedtoalternativeteachinglanguageandenjoyablelearningthroughthe
introductionoftheCLTapproachusingauthenticmaterialswhichareadaptabletotheir
context.ThefutureinnovationoflanguagetraininginIndonesiashouldbefocusedon
buildingpedagogicalknowledgeandskillsasintroducedbyELTIS.So,referringtowhat
Richards(2006)suggested,innovationinthefieldoflanguageteachingmaybeconcerned
withthedevelopmentoflanguageprogrammesandcourses,teachingmethodology,
materialsdevelopment,secondlanguageacquisitiontheory,testing,teachertrainingand
relatedareas.
IntheplethoraofareasofSecondLanguageTeaching,ELTIShasparticipatedto
improveteachers’capabilitiesinEnglishLanguageTeachingintheEFLcontext.Theareas
andapproachselectedbyELTISisinaccordancewithRichards’s(2006)suggestions.As
such,providingteacherswithsufficientcontentknowledgewhichmeetslocalneedsand
164
contextallowsforinnovationtoplayamajorroleinteachers’changeofbehaviourfor
improvingtheirclassroompractices.
6.2.5Maintaininggrassrootsupportstosustainteacherprofessionaldevelopment
MaintainingtheELTISprogramimpacttoacertainlevelofsustainabilityisquite
challenging.Intermsofteachertrainingandprofessionaldevelopment,sustainabilityrefers
totheextentatwhichtheteacherskeeponpractisingwhattheyhadlearnedfromthe
professionaltrainingprogram.ELTISasaprofessionalteachertrainingprogram(e.g.
Rohmah,2010;Salmon,2012)wasconsideredtoachieveapositiveimpactforteacher
professionalgrowth.ELTISprovidedtheparticipants(MT’sEnglishteachers)with
knowledgeandskillsforeffectiveEnglishteaching.Theimprovementofteachers’
knowledgeandskillsbenefittedtheteachersthemselves,theirschools,andtheirstudentsin
avariouslevelofsuccessorachievement(seeSection5.2).
Theteacherprofessionalorganisationssuchastheteachersupportgroup(MGMP)
aretheessentialformsofgrassrootsupport.Inthatway,theteachersupportgroup
advocatedtotheestablishmentforthedisseminationofstrategiesandotheruseful
activitiesfortheirprofessionaldevelopment.ELTIStransformedteacherprofessional
developmenttoimproveteachers’capabilitiesasprofessionals.Intheruralareasof
Indonesia,ELTISplayedamajorroleincontributingtotheimprovementofchangeto
classroombehaviour.TheELTISinnovationhasgivenbenefitswhichmeantthatinrural
madrasahs,whicharemarginalisedinthelargerIndonesianeducationsystem,teachers
showedtheabilitytoenactimprovedknowledgeandskillsinteachingEnglish.
Summary
Inthischapter,answerstotheresearchquestions“Howhavethesuccessfulteachers
ofEnglishatMadrasahTsanawiyahadaptedtheirpedagogicpracticessinceELTIStraining
withinthesocio-culturalconditionsofruralIndonesia?Whatmotivationalandclassroom
managementstrategieshaveteachersdevelopedinteachingEnglishandwhathasbeenthe
impactontheirstudents?”havebeenelaborated.Section6.1explainsindetailthe
languagepedagogyandtheproblemsofEnglishteachinginruralIndonesia.Section6.2
elucidatesthoseeffectivepedagogicpractices,includingteachingstrategies,classroom
management,classroomlanguageorinstructions,andmotivationalstrategiesengagedby
165
theteachersunderstudy.ThesefitinwithELTIStraining,apartfromtheexistingshortagein
thesocio-culturalconditionsthathavehadaninfluenceonpedagogicpractices.Further,the
researchquestion,“TowhatextenthastheELTISeducationalinnovationbeensustained
overtimeastheteachersengageintheirpedagogicalpractices?”iselaboratedinSection
6.3whichdiscussedtheeducationalinnovationcarriedoutbyELTISandevaluatesthe
sustainabilityoftheteacherprofessionaldevelopment.Thediscussions,elaborations,and
interpretationsofthepresentstudy,whentakentogether,contributetoboththeoretical
andpracticalknowledge.Byshowingsomelimitationsandunpredictedoutcomesinthis
research,suchastheessentialaspectofIslamicteachinginshapingstudents’learning,itis
evidentthatfurtherresearchisnecessary.
6.2.6Thelessonlearned
Thelessonslearnedfromthisstudyarethatin-serviceteachertraininginthe
Indonesiancontextcanhelpteachersmaintaintheirprofessionaldevelopment.Inorder
thatthenexttrainingachievesasuccess,theteachertrainingshouldincludeatleastthe
followingfundamentalcharacteristics,i.e.,practical,contextual,long-term,cascaded,and
monitored.Underavarietyofcircumstances,theteachertrainingcanachieveasuccessif
thetrainingisdeliveredbyappropriatetechniques.Theteachers’trainingshouldbehands-
onorprovideapracticalknowledgeforteachersandmeettheirneedsfortheircontext.
Onlysocanthetrainingdeliverlongertermbenefitsandcreateusefulimpacts.Theteacher
trainingmaybesettoemployacascademodeltomaximisebenefitandtopreparethe
potentialmasteranddistricttrainers.Inordertoachieveamaximumgoal,thetraining
shouldbemonitoredbyrelevanteducationalauthoritiessuchasgovernmentoreducational
institutions.
Thisstudyalsoinformsusthatsuccessinmaintainingeducationalinnovationis
multidimensional.Itinvolvesteachers’understandingsabouttheirteaching.Through
narrativestories,theteachersreflectontheirpedagogicpractices.Theyreflectontheir
experiencesandhencebuildnewperspectivesandunderstandingsofhowtoimprovetheir
teachingfortheirprofessionaldevelopment.Thisprocessneedsacommunityparticipation
withoutwhichevenagoodeducationalinnovationmaynotgiveoptimalimpact.The
children’sattainmentoflearningshouldbetheultimategoal.
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167
CHAPTER7
CONCLUSION
Introduction
Thisconclusionchapterexplainsthesignificanceofthepresentstudytothe
knowledgeofthediscipline.Thefirstsectionofthischaptercomprisestheoverviewofthe
mainresearchfindings.Thefollowingsectionpresentstheresearchoutcomesincluding
theoreticalandpracticalcontributionsandimplicationstoknowledgeinthefield.The
sectionmovesontoadiscussionaboutthelimitationsofthestudyandprovidessuggestions
andrecommendations.Thelastsectionofthischapteroffersclosingremarks.Overall,this
studyexplainsthelongtermimpactoftheELTISprogramonteachers’practicesinthe
MadrasahTsanawiyahinruralIndonesia.Specifically,thefindingsrelatetoteachers’
pedagogiccompetenceandtheirmotivationalandclassroommanagementstrategies.The
understandingsinthefieldofappliedlinguisticsabouttheuseofCLTinanEFLcontexthas
providedinsightsintotheimpact,overthelongterm,ofacascademodelofteacher
professionallearningandwhatenablesandhindersitssustainability.
7.1OverviewoftheMainFindings
Theresearchfindingsdemonstratethatasustainedparadigmshiftinteaching
tookplacefollowingtheELTIStraining.Teachers'improvementinpedagogiccompetence,
includingcapabilitiesinEnglishlanguage,isevidencedbytheirbetterteaching
performances.ThepresenteddatainChapter4andChapter5showedthesuccessful
enactmentofamorelearner-centredcommunicativelanguageteaching.Theengagement
oftheCLTapproachbyenactingfunandauthenticactivitieswaseffectiveinpromoting
languagelearning.ThesuccessinimplementingELTISteachingstrategieswasinfluencedby
theirunderstandingsofthecharacteristicsofeffectiveclassroompedagogicpractice.
ThelongtermimpactsofELTIStrainingareevidentintheteachers’classroom
practices.Theobservableactivitiesshowthattheteachersunderstudyhavedemonstrated
EnglishlanguageteachingstrategiesthattheygainedfromELTIS.Furtherresearchfindings
showthatsustainableimpactsarealsoseenintheex-ELTISSurabayatrainingcentre.After
168
theELTISprogramendedin2010,themastertrainerscontinued-upuntilthisresearchwas
conductedin2014-todelivertrainingtargetingdifferentschools,notparticularlytofocus
onmadrasahteachersonly.
Despitethesustainedpractices,theteachersencounteredproblemsintheir
supportgroup(MGMP)todisseminatetheELTISprogramimpacts.Hence,theELTIS
programimpactisnotsustainableatthislevelofthecascademodel.Themodelis
implementableunderavarietyofcircumstances;theteachers’trainingcanachievesuccess
ifthetrainingisdeliveredbyappropriatetechniques.Theteachers’trainingshouldbe
hands-onorprovidepracticalknowledgeforteachersandshouldbemonitored.These
methodsshouldmeettheirneedsinacontextandcreateusefulimpact.However,without
continuousmonitoringandassistance,includingfinancial,theimpactoftheELTISprogram
willnotbesustainedovertime.
Ifprofessionaldevelopmentprogramsaretobesuccessful,thenthereneedsto
beconsiderationofhowprogramswillbesupportedovertimeandinlocationsthatare
awayfromcitiesortowns.Likewise,thethirdlayerofthecascademodelexposedthis
condition.Theidentifiedfactorsthathinderedthesustainabilityoftheprogramimpact
includelowlevelsofgovernmentenforcementanddecreasingteachers’motivation.The
datatakenfromthegrassrootsreflectedthatthegovernmentofIndonesiashouldestablish
ongoingprofessionaldevelopmentorregularacademicrecharging,themostpossible
alternative,tosustaintheELTISimpactandtheteachers’motivationtocontinuetolearn
andinnovateintheirteaching.
7.2Teachers’AbilityinAdaptingELTISStrategies
Theresearchrevealsthattheteachershavedemonstratedawarenessinadapting
ELTISstrategiesintotheirclassroompracticesbyemployingtheprinciplesoftheEnglish
LanguageUpgrading(ELU)andCommunicativeEnglishLanguageTeacherTraining(CELTT).
Theformeristhetrainingforimprovingtheteachers’linguisticknowledgeinEnglish,such
asvocabulary,grammar,pronunciationandthemacroskillsofEnglish,whereasthelatteris
thetrainingforimprovingknowledgeandskillsofteaching,includinghowtoteachreading,
howtoteachvocabularyandthelike.Whattheydoconstitutestheirprofessional
developmentasEnglishteachersinruralmadrasahs.Thissuggeststhat-ifgiventhe
169
opportunitytojoinprofessionaltraining-theteacherswillimprovetheirknowledgeand
skillsinteaching.ThisfindingisinlinewithSalmon’s(2012)studywhichexplainedthatin-
serviceprofessionaltrainingisimportantforteachers’professionalgrowth.
TheMadrasahTsanawiyahteachersofEnglishhavebroughtaboutfundamental
changeintheirclassroomteaching.Inparticular,theteachersarenotpractisingrote
learninganymore.Withinthetraditionalapproachofteaching,thepracticeisteacher-
centredandtext-bookdrivenwithlongteachers’explanationongrammaticalpoints,
withoutanycontextualisation,followedbymonotonousexercises.AftertheELTIStraining,
theteachersshiftedawayfrom“chalkandtalk”toengagingstudentstopractiseamore
learner-centredcommunicativeactivityinpairworkandgroupworkinfunandauthentic
activities.Theteachersareawareofusingtheirtalktopre-teachandscaffoldtheirlanguage
ofinstruction,asfoundinthestudybyShamsipourandAllami(2012)inimplementingCLT
approachinlearningEnglishintheIraniancontext.Thusmystudycontributestothe
literatureofCLTapproachesbyaddingastudyoftheIndonesianruralmadrasahcontext.
ThisstudyalsorevealsthatmaterialsfromtheELTISIslamicResourcePacksare
usedbytheteachersinsomemadrasahsinreplacementofthecheaplyprintedstudent
worksheetcalledLembarKerjaSiswa(LKS).Insomemadrasahs,theyusedIslamicResource
Packsassupplementarymaterialidentifiedtobe60%IslamicResourcePacksand40%
LembarKerjaSiswa.TheLembarKerjaSiswaisconsideredinsufficientbesidesbeingpoorin
quality;itisoftenout-datedandiswritteninold-fashioned,non-contemporarystyleand
thusitisaninappropriatemodelofEnglish.Incontrast,ELTISmaterialsrecommendthat
teachersusetopicswhicharecontextualandmeetlearners’needsinEnglishlearning.Their
abilityinadaptingthosematerials,suchasdiscussinglocalfoodortalkingabouttheir
parents’jobs,areauthenticintheseinstancesandareeffectivetoincreasestudents’
engagementinlearningEnglish.Theirskillinadaptingmaterialswasusefultopromote
students’learning.
Intheruralmadrasahareas,itbecameevidentthatthechangestoteaching
practicesoccurredasaresultoftheparticulartrainingandtheintroductionordevelopment
ofresourcestosupporttheteachers’work.
170
7.3CascadeModelofTrainingInnovationinEnglishLanguageTeachinginIndonesia
ThecascademodeloftrainingestablishedbyELTIShassuccessfullylaida
foundationforteacherstoundergoinnovationinELT.Theengagementofaninnovative
cascadetrainingmodelprovedtobecosteffectiveforlargetargetparticipants(trainees)
withlimitedtrainersandELTspecialists.Thecascadeisalsoanendeavourtoprepare
qualifiedmastertrainersofELTaroundIndonesia.IntheIndonesianeducationsystem,itis
notcommontoemployacascademodelforateachertrainingprogram.Thegovernmentof
Indonesiashouldbecomeawareofthissuccessfulinnovation.Therefore,thisin-service
cascademodelcouldbetakenforthefutureteachertrainingmodelintheIndonesian
context.
ELTIShasalsogivenbenefitsforruralmadrasahswhicharemarginalisedinthe
largerIndonesianeducationsystem,yettheyshowedtheabilitytoenactimproved
knowledgeandskillsinEnglishLanguageTeaching(ELT)inthemadrasahlevel.Oneofthe
significantattainmentsisthattheteachersareabletomaintainbenefitsoftheELTIS
training.Thisisdeterminedbytheextentoftheteachers’abilityin,forinstance,
maintainingfunandauthenticactivitiesastheimportantprincipleinacommunicative
languageteachingapproach.Theobservableimpactoftheapproachwasthatthestudents
areengagedtospeakEnglish,workinpairsorsmallgroups.Theyseemedtoenjoythe
classroomactivities.
7.4SustainableImpactsofELTISinSocio-culturalConditionsandMaintainingMotivation
Thisresearchidentifiestheessentialcharacteristicsofthesustainableelementsof
ELTpedagogyinasocio-culturalcontextwhereEnglishistaughtasaForeignLanguage(EFL).
Thoseteachershavedemonstratedtheknowledgeaswellasskillsinimprovingqualitiesof
teachingandlearning.Thelearningenvironmentisfoundtobeeffectiveinpromoting
studentsinlearning.Eventhoughtheirruralsocio-culturalconditionsprovidelimitedaccess
toresourcesforlearning,theyareabletosustaintheirlearning.
Further,thisresearchrevealsthatgrassrootsupportsuchastheteachersupport
group(MGMP)playsasignificantroleinsustainingeducationalinnovationinELTin
Indonesia.Theyaretheavantgardeorspearheadsforthesustainabilityoftheprogram
impacts.Inotherwords,maintaininginnovationofELTintheIndonesiancontextcannotbe
171
successfulwithoutengagingsupportfromthegrassroots.Thisresearchsuggeststhatthe
Indonesiangovernmenthasasignificantroletoplaytoprovidefinancialassistanceorother
in-kindsupportsforMGMPtodisseminatetheprogramimpact.
Tosupporttheenduranceoftheprogramimpact,maintainingmotivationis
fundamentalbothforteachersandstudents.Thismeansthattheteachersarerequiredto
maintaintheirownintrinsicmotivationbeforetheycanestablishlevelsofmotivationfor
studentstolearn.Inaddition,aregularprofessionaldevelopmentprogramshouldbe
maintainedinorderthattheteachersexperiencethelonger-termsustainedadvantagesof
anextendedperiodofimpactoftheELTISprogram.
7.5MethodologicalContributiontoKnowledge
Thisstudycontributestounderstandingsaboutthepracticaluseofnarrativein
research.Firstofall,itshowshowanarrativeapproachisausefultoolforresearchinglived-
experience.Particularly,thisapproachusedthestoriesofindividualparticipants,as
ClandininandConnelly(2000)suggested,forgainingrichqualitativedataoftheteachers’lived-
experiencesandperspectivesinteachingEnglishintheruralIndonesiancontext.Secondly,this
studyalsostrengthensSalmon(2012)’sstudyfindingthat,ifprovidedwitheffectivetraining,
thelowqualityteachersofEnglishwereabletoimprovetheirabilityinteaching(seeSection
6.1.1).TheELTIS’sendeavoursinimprovingtheruralmadrasahteachersofEnglishwithELU
andCELTTcourses,confirmstheroleofpedagogicalknowledgeinadditiontocontent
knowledgepromotedbyShulman(1987).Thirdly,thisstudygivesanewinsightaboutthe
implementationoflearner-centredclassroomactivitiesandemphasisestheimportanceand
valueoflessonplanning,notusuallyemphasisedinCLTandthroughtheprocessofplan-
teach-reflect(ELTIS,2007).Theteachersarechallengedtoreflectontheirteachingpractices
thatpromotelearning.Finally,thisstudyenrichesliteraturethatdealswithresearchonELT
inmadrasahsbyengagingCommunicativeLanguageTeachingapproachesinanIndonesian
ruralsocio-culturalcontext.
7.6PracticalContribution
Practically,theresultsofthisresearchprovidepointswithimplicationsforthe
improvementofteachingmethodologyespeciallyinEnglishlanguageteachingasaforeign
172
language(EFL),usingacommunicativeapproachinthesimilarsocio-culturalcontextasin
thisstudy.Thisresearchhasfurtheredunderstandingsinthefieldofappliedlinguistics
abouttheuseofCLTinanEFLcontext.Particularly,thisstudycontributestoknowledgeina
traditionallynon-EnglishspeakingenvironmentwheretheuseofEnglishlanguageavailable
totheclassroomispossiblethroughteachers’scaffoldingandfunandauthenticactivities.It
alsohasprovidedinsightsintotheimpact,overthelongterm,ofacascademodelofteacher
professionallearninginwhichthetrainingbenefittedtheteachers,thelearnersandthe
schoolswithcontinuousassistancefromrelatedauthorities.Italsoshowshowteachers’
personalvalues,includingtheircommitment,resourcefulnessandresponsivenessto
support,enabledinnovationtobecontinued,despitethelimitationsofthecontext.
Indoingthis,theresearchfindingswillbepublishedinprofessionaljournalsof
education,soabroaderaudiencecanusethefindingsaskeypointsforfurtherresearchin
thisarea.Recommendationsofthisinquiryaretosharemoreeffectivelywithruralteachers
intheregionsinordertoencouragethemtocontinuetheirprofessionaldevelopment.
Further,theinnovativemodeloflanguagepedagogytrainingtobuildunderstandingof
foreignlanguageteachingexpertiseisavailableforextensiontolargerareaofIndonesiaor
othercountries,notnecessarilyonlytotheruralmadrasahcontext.
7.7LimitationoftheStudy
Irecognisesomelimitationsofthisstudy.Firstly,thelearner-centredsocio-cultural
contextasamodelofthepracticeforeducationalinnovationinEnglishLanguageTeaching
couldhavewiderimpact.However,thisresearchprovideslittleevidenceaboutit.Inthe
socio-culturalconditionswithlimitationsthatexist,thismodelshouldbeextendedtothose
teachersinthedistrictwhowerenotinvolvedintheELTIStraining.Secondly,thisinquiry
hasfocusedonexploringthepedagogicalcompetenceofpurposivelyselectedteachers
knowntobeexcellentteachersinteachingEnglishintheselecteddistrictsofMadrasah
Tsanawiyah.Thenextstudycouldpotentiallyinvestigateotherteacherswhodonot
implementtheELTISpracticesofposttraininginordertocomparetheeffects.Thirdly,this
studydidnotspecificallyexaminetheimpactoftheELTIStrainingonstudents’outcomes
becauseamuchlongertimewouldhavebeenneededtodoitwithassociatedfunding.My
studyhasbeenrestrictedbyavailabletimeandfinancialconstraintsofthelimited
173
scholarshipfunding.Futureresearchcouldthereforeinvolveaninvestigationofstudents’
learningoutcomesaswell.
7.8RecommendationsforFutureStudies
Basedonthefindings,thisstudyproposesthatfuturestudiesmayinvestigate
theeffectsofsustainedfundingforprofessionaldevelopmentofEnglishlanguage
teachers,usingananalysisofcommunityparticipationtolearningEnglishasaforeign
language.Thismayconsiderthebroaderimpactsofatrainingprogramintwoways.
Firstly,theprincipleoflearner-centerednessofacommunicativelanguageteaching
approachwouldbeimplementedforruralschoolchildrentostudylanguage,especially
English,butneedingmoreexternalsupporttosustaintheirlearning.Theruralsociety
mayconsideritimportanttostudyEnglishbutmaybeunabletoprovidefacilitiesfor
learning,thusleavingtheirchildren’seducationtoamadrasahfoundation.Secondly,
teachersupportgroupsshouldtakeintoaccountthatteachingEnglishisdone,not
onlytofulfilacompulsorysubjecteducation,butalsoinordertoimprovetheirown
professionaldevelopment.Furthermore,ithastobenotedthatthisstudyhas
specificallyexaminedonlytheteachers’performancesinengagingincommunicative
languageteachingadaptedbytheELTIScascademodeloftraining.Itneedsafurther
investigationtoexplorethestudents’learningoutcomesastheresultoftheimpactsof
theteachers'trainingthatemployaCLTapproach.Additionally,itisrecommended
thatthegovernmentofIndonesiaestablishesanongoingprofessionaldevelopment
programthroughregularacademicrechargingactivities,asthebestpossible
alternative,inordertosustaintheimpactofELTISandteachers’levelsofmotivation.
7.9ClosingRemarks
Apartfromthestatedlimitationsofthestudyandtherecommendationsasgiven
above,therecouldhavebeenfurtherunpredictedoutcomesthatlayoutsidemy
investigativegazeofthisstudy.Yet,itishopedthatmywell-meanteffortcouldbeofvalue
toawideraudienceinEducation,notnecessarilyonlyforruralIndonesia.Thisstudy
suggeststhatitcouldbeofgreatbenefittorunongoingprofessionaldevelopment
workshops,likeregularacademicrecharging,forteachersinordertosustaintheir
174
pedagogicpractice.Withoutregularandcontinuousprofessionaldevelopment,the
sustainabilityofanyprofessionaldevelopmentprogramremains“intheclouds”andcan
neverbegroundedonasustainablefoundation.
175
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AppendixA:EthicsApproval
8 September 2014 Mr Moch Machfudi Dear Imam
The USQ Human Research Ethics Committee has recently reviewed your responses to the conditions placed upon the ethical approval for the project outlined below. Your proposal is now deemed to meet the requirements of the National Statement on Ethical Conduct in Human Research (2007) and full ethical approval has been granted.
Approval No. H14REA125 Project Title Pedagogic Competence and Language
Performance of Madrasah Tsanawiyah English Teachers Following Professional in-Service Teacher Training in Indonesia
Approval date 8 September 2014 Expiry date 8 September 2017 HREC Decision Approved The standard conditions of this approval are: (a) conduct the project strictly in accordance with the proposal submitted and granted ethics approval, including any amendments made to the proposal required by the HREC (b) advise (email: [email protected]) immediately of any complaints or other issues in relation to the project which may warrant review of the ethical approval of the project (c) make submission for approval of amendments to the approved project before implementing such changes (d) provide a ‘progress report’ for every year of approval (e) provide a ‘final report’ when the project is complete (f) advise in writing if the project has been discontinued. For (c) to (e) forms are available on the USQ ethics website: http://www.usq.edu.au/research/ethicsbio/human
OFFICE OF RESEARCH Human Research Ethics Committee PHONE +61 7 4631 2690| FAX +61 7 4631 5555 EMAIL [email protected]
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Please note that failure to comply with the conditions of approval and the National Statement (2007) may result in withdrawal of approval for the project. You may now commence your project. I wish you all the best for the conduct of the project.
Annmaree Jackson Ethics Coordinator
Copies to: [email protected]
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HREC Approval Number:
FullProjectTitle:PedagogicCompetenceandLanguagePerformanceofMadrasahTsanawiyahEnglishTeachersFollowingProfessionalin-ServiceTeacherTraininginIndonesia
PrincipalResearcher:Moch.ImamMachfudi
IwouldliketoinviteyoutotakepartinthisresearchprojectformyPhDstudy.
1. ProceduresAims:
Thisstudyaimstoinvestigatethesustainableimpactofanin-serviceteachertraininginimprovingthequalityofEnglishlanguageteachinginMadrasahTnanawiyah(Islamicjuniorsecondaryschools)inIndonesia.
Procedures:
Thedatacollectionproceduresareprimarilygatheredbyusinginterviewandobservation,andreviewdocumentsrelatedtoyourclassroomteachingpractice.Iwillaudio-recordwhileinterviewing,videorecordandtakephotographwhileobservingyourclassroomactivities.Therewillbetwofollowupinterviews,oneviewingtheclassroomvideowithmeandthesecondrelatedtotheexperienceofparticipatinginEnglishLanguageTrainingforIslamicSchool(ELTIS).Noparticipantwillbeidentifiedpersonally.InformationsharedwillnotbereportedtotheMinistryofReligiousAffairsoranyotherauthority.
Benefits:
Theexpectedbenefitsofparticipatingincludegivingviewaboutthepracticesofarandthinkaboutyourpersonaljourneyandprofessionaldevelopmentinthefuture.Also,intheprocessofinterviewsyoucanshareideasregardingwhatworthimplementinginteachingEnglish.ThiswillexploremoreknowledgeaboutteachingEnglishinEnglishForeignLanguage(EFL)contextparticularlyteachingEnglishinIslamicjuniorsecondaryschools.
Risks:
Thereislowriskinthisprojectbecausepossiblefeelingofinconveniencewhenvideorecorded.ToreducethisfeelingIwillputthevideorecorderataplaceintheclassroomwhichallowsyoutoteachasnaturalwayasusual.Regardingtimeimposition,IwillalwaysconsultthetimewhenIcaninterviewandobservebasedonyourtimeschedule.
U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d
The University of Southern Queensland
Participant Information Sheet
AppendixB:ParticipantInformationSheetandConsentForm
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2. Voluntary Participation Participation is entirely voluntary. If you do not wish to take part you are not obliged to. If you decide to take part and later change your mind, you are free to withdraw from the project at any stagewithoutpenaltyorothernegativeconsequences. Any information already obtained from you will be destroyed.
Your decision whether to take part or not to take part, or to take part and then withdraw, will not affect your relationship with the University of Southern Queensland and the Ministry of Religious Affairs of Republic Indonesia.
Pleasenotifytheresearcherifyoudecidetowithdrawfromthisproject.
Should you have any queries regarding the progress or conduct of this research, you can contact the researcher: Moch. Imam Machfudi PhD student, Faculty of Education, University of Southern Queensland West Street, Toowoomba, 4350 Home address: 1/5 Fleet Street, Darling Heights, Toowoomba, 4350 +61 7 4631 1802; Mobile +62 404518341 If you have any ethical concerns with how the research is being conducted or any queries about your rights as a participant please feel free to contact the University of Southern Queensland Ethics Officer on the following details. Ethics and Research Integrity Officer Office of Research and Higher Degrees University of Southern Queensland West Street, Toowoomba 4350 Ph: +61 7 4631 2690 Email: [email protected]
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Silabus Bahasa Inggris SMP/MTs Nama Sekolah : SMP/MTs Mata Pelajaran : Bahasa Inggris Kelas/Semester : I/1 Tujuan : Siswa dapat berkomunikasi secara lisan dan tulis dalam bahasa Inggris dalam wacana transaksional dan interpersonal dalam konteks kehidupan sehari-hari yang sesuai dengan lingkungan terdekat siswa.
Tema
Standar Kompetensi/ Kompetensi
Dasar
Sub-Tema Indikator
Pengalaman Belajar Penilaian
Alokasi waktu
Sumber/Bahan/Alat
My Family
Listening-Speaking
Siswa dapat berinteraksi secara interpersonal sangat sederhana dengan lingkungan terdekat, terutama dalam
• Perkenalan diri/orang lain
• sapaan • ucapan
terima kasih • permintaan
maaf
Family life
Siswa terbiasa menyapa orang lain dengan ungkapan yang benar dalam bahasa Inggris sesuai dengan waktu dan orang yang diajak bicara.
Siswa membiasakan diri untuk berinteraksi dalam hal perkenalan, sapaan, ucapan terima kasih dan permintaan maaf dalam konteks kehidupan nyata, terutama di lingkungan sekolah, dengan guru dan teman.
Penilaian otentik dengan unjuk kerja (performance)
10 jam pelajrn (belum
termasuk untuk
terstruktur dan
mandiri)
Contoh-contoh teks yang sesuai (lisan dan tulis), termasuk yang diucapkan oleh guru secara rutin atau yang diambil dari buku teks atau sumber-sumber lain.
Identity
Siswa dapat menyebutkan anggota keluarga inti dan terdekat.
Orang, dan alat bantu belajar yang sesuai yang terdapat di lingkungan hidup siswa (termasuk di rumahnya). Jika ada, tayangan atau rekaman elektronik di TV, kaset, audio/visual, dsb.
Table:EnglishSyllabusatsecondaryjuniorschools(SMP/MTs),Doc.Depdiknas-2006
AppendixC:ExampleofEnglishSyllabus
189
InterviewQuestions(beforeclass)
Sampleofquestions:Thequestionsareusedonlytopromptandnotallquestionswillbeaddressedtobeansweredbyinterviewees.
A. Teacherexperiencesandfuture1. HaveyoueverattendedanyEnglishtrainingorcoursesbeforeLAPIS-ELTIS?Ifyes,which
one?Whatlevel(s)ordegree?2. Whatisyourhighestqualification?3. HowlonghaveyoubeenteachingEnglishinamadrasahschool?Howlonghaveyou
beenteachingaltogether?Whatothersubjectdidyouteach?4. DidyoufindadifferencebeforeandaftertheELTIStrainingcourses?Canyouexplain?5. Whatdidyouexpecttolearnfromthesecourses?6. Whatwerethemostusefulexperiencesyougotfromthesecourses?7. Doyouwanttogoforfurthertraining(s)orcourse(s)?
B. Teacher’sapproachtoteachingtopromotestudentlearning1. Whatkindsoflearningstylesdoyouencountermostinyourstudents?2. Whichapproachismoreeffectiveinyourclass;ateacher-centredorstudent-centred?
Why?3. HowdoyoupromotelearnerstolearnEnglishlanguage?4. Whatkindsofteachingactivitiesdoyoutrytoimplementinyourclassroomwhichhelps
promotelearning?5. Whatkindofteacherrolesdoyoumostlyperformduringyourlessons?Why?
C. AdaptingmaterialsfromELTISintheschools1. WhatELTISmaterialsdoyouuse?2. HowareELTISmaterialsdifferentfromthematerialsyouusuallyuse?3. HowdoyoumaximisetheuseofmaterialsyougetfromELTIStraining?4. InwhatwaydoyouadaptmaterialfromELTIStraining?5. HowoftendoyouuseELTISresourcepack?
D. TeachingEnglishinEFLcontext1. Whoareyourstudents?WhatistheirlevelofEnglish(e.g.Beginner/falsebeginner,
Elementary/pre-elementary,orPre-intermediate?Howdoyoumeasureyourstudents’levelofEnglish?
2. Whatistheireconomicbackground?3. Whataretheirlinguisticbackgrounds?
a. Java,Madura,other?b. Ordinary,educated?c. Low,middle,high,ormixed)?
4. Whatisthelanguagetheyspeakathomeandatschool?5. Inwhatlanguagedoyouusuallyspeakwithyourstudentsintheclassroom?6. Whatlanguagedoyouuseoutsidetheclassroom?
AppendixD:InterviewQuestions
190
7. WhatresponsesdostudentsgivewhenyouspeaktotheminEnglish?(e.g.dotheyfeelshy?Enthusiastic?Justsmileorgivenoresponse?
8. Dotheirfamilymembers(father/mother/peoplearoundthem)supportthemtolearnEnglish?How?
9. AreyousupportedintheschooltouseEnglish?Howdoyoufeel!
E. EngagingCommunicativeLanguageTeachingintheschools1. WhatkindsofteachingorinstructionalmaterialsdoyougiveinEnglish?2. HowdoyouengageyourstudentstospeakEnglish?3. Howdoyouvaryyourlanguagewhenyouspeakwiththem?Doyouspeakinnormal
way/fast/slow?4. DoyouuseEnglish-Indonesiantranslation?Forwhatpurposes?5. HowdoyouengageyourstudentstouseEnglish?Individually,inpeer,orsmallgroup
discussion?6. Whichdoyouthinkimprovestheirlearningmost?
F. ExploringstudentlanguagelearningyougainedfromELTIS
1. InwhatwaydoyouexplorelanguagelearningtechniquesormethodsyoureceivedfromELTIStraining?
2. Howhaveyourlessonaimsbeenachievedbyusinglearningstrategiesyou’vegotfromELTIS?
3. TowhatextentarestrategiesyougotfromELTISadaptabletothesituationinyourschoolconsideringyourstudents’levelofEnglish?
G. EngagingMotivationalStrategies1. InstructionalMaterials:
a)Dothematerialsyouusecorrespondtotherightstudent’slevelofEnglish(nottooeasyandnottoochallenging)?
b)Arethecontentsappropriateforstudentsyouareteaching?c)Dothematerialshelpthelearnersmakepersonallymeaningfulconnectionswiththeir
ownlives?How?d)Dothematerialsprovidesufficientopportunityforstudentstolearnwhattheyreally
needorwanttolearn?2. StimulusorEngagement:
a) HowdostimulateyourstudentstolearnEnglish?b) Whatdoyouengageyourstudentsin?Why?
3. Students’self-esteemandself-confidence:a)Whatlearningexperiencesdoyouusetopromotestudents’self-esteemandself-confidence?b)Howdoyouknowthatyouhavepromotedself-esteemandself-confidenceinyourstudents?c)Doyoualwayspraiseyourstudentswhoshowefforttolearn?d)Whatchangedoyouseeinyourstudentsafteryougivepraise?
H. PedagogicCompetence1. LessonPlanandSyllabusDesign
a. Whatareimportantpointsshouldbeincludedinyourlessonplan?
191
b. Whatis/areyourlessonaim(s)?c. Doyoufamiliarwiththeterm“lessonstage’?Whatisalessonstage?Howdo
yousetupyourlessonstages?Doeseachstagehaveaim?d. Whatinstructionalmaterialsdoyouuse?e. Dotheinstructionalmaterialsmeetthestudents’needsandcontext?f. Howimportantarelessonplansandsyllabusforteachingteachingandlearning
process?g. HaveELTISmaterialsmettheschoolcurriculumandstudents’need?
2. Teach(languageandstrategies)useda. Howdoyousetupactivities?b. Howdoyouextendmeaningfulcommunicativeactivities?c. Whatlanguageofinstructiondoyouuse?d. Whatstrategiesdoyouimplementtoteachproductiveskills?e. Whatstrategiesdoyouemploytoteachreceptiveskills?
3. Reflectandevaluateteachinga. Howimportantisreflectionorevaluationforyou?Why?b. Howdoyouknowyouhaveachievedyourlessonaim(s)?c. Whatisyourstrength?d. Whatarepointstoconsider?e. Ifgivenchancehowwouldyoudeliverthelesson?
InterviewQuestions(afterclass):TeacherReflection
Sampleofquestions:
I. TeacherreflectionafterteachingthelessoninMTs………………1. NowhowdoyoufeelaboutyourEnglishlessontoday?Reflectingfromyourteaching,
wasthelessonsuccessful?Wereyourlessonaimsachieved?Howdoyouknow?2. Didyouincreaseyourstudents’interactionsduringyourclasssession?Howoften?3. HowdidyoumaximiseusingEnglishforyourstudentsduringyourclasssession?Group
work?Pairwork?Individualwork?Collaboration?4. Whatteachingresourcesdidyouuse?Howdidyoufindtheresources?
J. MaintainingProfessionalLearningwithinTeacherProfessionalDevelopment(TPD)1. Howdoyoumaintainyourprofessionaldevelopment?2. WhatarethegeneralbenefitsofPD?3. Doyouthinkwithinyourprofessionalcareertherewillbefinancialbenefitfrom
attendingtrainingforPD?4. DidyougoforfurthertrainingafterELTIStraininglasttime?Ifyes,whatdidyouattend?
Whatarethebenefits?5. HowhasELTIShelpedyouinyourlearningasanEnglishteacheratmadrasah?
Interviewguide(forschoolprincipals)Sampleofpointstoincludeinthequestions:
1. Rolesandresponsibilitiesofeachschoolstakeholder.2. Interactions,possibletensions,andresolutions.3. Powerandauthority.4. Factorsthatinfluencedtheirinvolvementinschoolprocesses.5. PointsofviewonELTIS
192
Interviewguide(forMasterandDistricttrainers)
Sampleofpointstoincludeinthequestions:
1. RolesandresponsibilitiesofbeingMasterandDistricttrainers.2. QuestionforMasterTrainers:whatpedagogicalaspectsofcascadeareofconcerntoyou?3. Howdidyou:
a)teach/delivertraining?b)planstrategiesforteaching?c)evaluateyourtrainees?d)conductschoolmonitoringvisit?e)reportormonitoringthetrainees’improvement?f)supervisetraineesforpreparinglessonduringpeerteaching?
4. QuestionforDistricttrainers:a. WhatroleshaveyouplayedwithinELTIS?b. Howdidyoudisseminateknowledgeandskillstootherteachers?c. Whatsupportdidyougivetotheteachersinyourdistrict?d. Whatweretheirresponsesinrelationtoyourpresenceandyoursupport?
Interviewguide(forRegionalCoordinatorandELTISteamleader)
Sampleofpointstoincludeinthequestions:
ThequestionsrelatedtothecascadetrainingmodelwillbeaddressedtoELTISteamleaderandELTISregionalcoordinator.
1) WhatwastheideabehindELTIStraining?Whoseideaandforwhatpurpose(s)was/wereELTISestablished?
2) WerethereanypotentialproblemsencounteredbythedonorcountryandIndonesia’spolicymakersandatwhatlevel?
3) Wasthereanyresearchtoconductaneedsanalysisformadrasahteachersbeforeestablishingthisbigproject?Whatwas/weretheresult(s)?
4) WhydidELTISemploythecascademodel?5) WhatwerethebenefitsfordonorcountryandforIndonesiaforemployingcascademodel,
andwhatbenefitsforteachersofEnglishinMadrasahTsnawiyah?6) Whatwerethefactorsthatinfluencedthesuccessorfailureofthecascademodel?7) Whatwastheroleoftheregionalcoordinator?8) Whatwastheroleoftheteamleaders?
Thequestionsabouttheprocessofrecruitingtrainees
1) Weretherespecialrecruitmentmodelsorsystemforselectingtheparticipants/trainees?
2) Whatweretherequirementsforselection?
193
3) HowwelldidteachersofMadrasahTsnawiyahmeettherequirements?4) Howmanyteacherscamefrompublicmadrasah(madrasahnegeri)andhowmany
teacherscamefromprivatemadrasah(madrasahswasta)?5) Whatwerethegeneralcharacters(capabilities)ofteachersfrommadrasahnegeriand
madrasahswasta?6) Didtheteachersdotesttobetrainees?7) Whattestingwasconductedinselectingtrainees?Whoadministeredthetest?
Thequestionsaboutthesustainabilityoftheprogram
1) Basedonyourpersonalevaluation,doyouthinkELTIStraininghaslastingeffectonteachers’teachingskillortechnique?
2) Howwouldyoumeasurethatinfluence?3) Howothers(yourcolleagues)thinkaboutELTIStraining?4) WhatwouldyousuggesttotheGovernmentofIndonesia(GoI)tokeepthisprogram
going?5) HowimportantisthismodeloftrainingforthefutureofteachingEnglishinMadrasah
Tsanawiyahschools?Anythingelse?
194
ObservationsummaryTeacher’sName: Date:Class:
Focus Teacher’s Activity Check list as observed
always often sometime never
Promotinglanguagelearning - Stagesthelesson
- Preteachessuchaslead-inquestions(inEnglish)
- Providessupportsuchasbrainstormingideas(inEnglish)
- Givesexamples(inEnglish)
- Providescreativeactivities(inEnglish)
- Variesinteractionpatterne.g.T-Ss;orSs-Ss(inEnglish)
- Givesdifferentleveloftask(s)(inEnglish)
- IncreasesSTTratherthanTTT(inEnglish)
- Concludesthelesson/makessummaryofthelesson(inEnglish)
CreatingMotivationalConditions
- Teacherappearsenthusiastic
- Highlymotivated
- Highlyacceptedbychildren
- Abilitytolistentochildren
- Alwaysavailablewhenneeded
- Createnon-threateningatmosphere
- Culturaladaptability
- Havegoodrapport
EngagingCommunicativeLanguageTeachingincontext
- GivesinstructioninEnglish
- EngagesSStospeakinEnglish
- Variesyourlanguage
- UsesEnglish-Indonesiantranslation
- EngagesSSinsmallgroupactivities
Note:STT=StudentTalkingTimeTTT=TeacherTalkingTime
AppendixE:ObservationSheets
195
ClassroomPracticalActivity
ObservationForm
Teacher: School/Group: Observer: Moch.ImamMachfudi Date: Time: Students:
• LessonAim(s)(Lessonaimscomprise:a)mainaim,b)subsidiaryaim,andc)personalaim)
• Procedure:
(Procedureisstagebystageactivitydonebytheteacherinaccordancewithwhathe/shehaswritteninlessonplan)
196
Observation1
ï Instructions(howT’ssettingupofactivities)
ï Anticipatedproblemsandsolutions
ï Extentofmeaningfulcommunicationbetweenteacherandstudentsandstudentsandstudents.
ï Correctionoflearners’errors
ï Pace/Varietyofactivities
ï Achievingyouraims
ï OtherPoints
197
Observation2
COREMATERIALSUSED:
STRENGTHS
POINTSTOCONSIDER
OVERALL
Observer:
Moch.ImamMachfudi
198
LESSONPLAN
Teacher :Aisa School/Class:MTsAlHidayah/Year8Lesson :MyFavoriteFood Students:24boysandgirlsLessonAim(s) :ThislessonaimstointroducevariousfoodsandextendtheconversationoffavouritefoodandtoarrangetheprocedureofpreparingfoodProcedure
STAGES TIME INTER-ACTION
AIDS/MATERIALS
ACTIVITIESANDDETAILEDPROCEDURE STAGEAIMS
WarmerandLeadingin
10’
TðSs
-
ü Greetings:Teacher(T):Assalamualaikum….Good
Morning.Howareyoutoday?
Students(Sts):.....
ü Treviewshowtoasksomeone’sfavoritefood.e.g.“Whatisyourfavouritefood?”
“Ilikefriedchickens.”
ü Ttellsststostandupandwalkaroundtheclassroomaskingtheirfriendse.g.“whatfooddoyoulikemost?”Stsshouldanswerthequestionbysaying“Ilike(food)e.g.“Ilikebakso(meatballs)”.Onceonestudentfindsanotherstudentwhosefoodiswrittenintheleft-handcolumnoftheirsurveysheet,theyshouldwritedownthatstudent’sname.ü After5minutes,Tstopstheactivityandasksstudenttositdown.ü Tasksstsquestionsaboutinformationtheyhavegathered.Forexample,“whatareIrma’sfavouritefood?”StswhointerviewedIrmashouldanswerbysaying“Irmalikes(food)”e.g.Irmalikesmeatballs”.
Toreviewhowtoaskandtellfavouritefoodandprepareafunopening
Toextendstslanguageuseintheresultofsurvey
AppendixF:LessonPlan
199
STAGES TIME INTER-ACTION
AIDS/MATERIALS
ACTIVITIESANDDETAILEDPROCEDURE STAGEAIMS
Re-arrangingjumbledsentences
intoparagraph
10’ SsðSs
TðSs
Sentencecards
ü TdividesstsintothreegroupsbasedonthreekindsoffoodsmentionedbyT,e.g.“Ilikemeatballs,Ilikefriedchickens,Ilikebanana”Stslikemeatballsgowithstslikemeatballs,etc.
ü Afterstssitintheirgroup,Tdistributessentencecards
ü Stsrearrangethesentencesintoaparagraph
ü Instructions:1. Nowyouhavesentencescardsin
yourgroup2. Pleasearrangethosesentencesto
makeagoodparagraphTask:
ü Stsworkwiththeirgroupsü Tmonitorsü Tasksthemtostandupandlookat
others’work(shopping,iftimeallows)
F/B:
ü Tdiscussestheappropriatepossibleanswers
Topracticemakingparagraphaboutpreparingfoodsusingavailablesentences
Toseeandcomparetheotherstudents’work
Labeling
3’
TðSs
Text ü Tattachesbigtextposterontheboard
ü Tlabelsthetexttohighlightthepatternofacoherenttext(e.g.name,age,job,foodIlike,procedureofpreparingfoodsuchas:firstofall,secondly,thenext,andfinally,etc.)
Tohighlightthepatternofacoherenttext
200
STAGES TIME INTER-ACTION
AIDS/MATERIALS
ACTIVITIESANDDETAILEDPROCEDURE STAGEAIMS
Guidedwriting
10’ TðSs
SsóSs
Text ü TmodelshowtoreplacetheinformationbyusingT’sownidentity
ü Stswritetheirownfavouritefood
Togivemodel
Tellingoneself
10’
SsóSs
TðSs
ü TasksStstoclosetheirtextü Ststelltheirfriendwhattheyhave
writtenwithoutlookingatthetext(Tdemonstrates)
ü Tmonitorswhilemakingnoteerrorsü Twritescorrectsentencesmadebysts
Topracticeproductiveskilli.e.tellingabouttheirfavouritefood
Describingpictures
10’ SsóSs Pictures
ü TgivesStspicturesü Stshavetodescribepicturesü Instructions:
Okclass,nowdescribethepictures!
ü Tmonitorswhilestsdescribethepictures
Togivestudentstimetopracticedescribingpictures
Errorcorrection&roundoff
2’
TðSs - ü Twriteserrorsandmakecorrectiontogivefeedback
ü Twritescorrectsentencestopraisethem
ü Tsaysthankyouandgoodbye
Tocorrecterror(s),togivefeedback&roundofflesson
201