1,720,975 research outputs found
Exploring changes in preservice English teachers’ motivation to enter the teaching profession in the context of policy change
Full text linkMotivation to become teachers is believed to be a predictor of quality teachers’ professionalism. Particularly in language teaching, teachers with good motivation will support the teaching of English which is considered difficult by many students. However, changes in policy about Education qualification requirement might affect preservice English teachers’ motivation to enter the teaching profession. This study seeks for answers on how this change affects preservice teachers’ motivation to enter teaching profession. Data were in the forms of responses to questions related to participants’ initial motivation and the motivation at their 8th semester. They were collected using an online open-ended survey with links distributed via emails or WhatsApp to 400 English Language Education students. Two hundreds and ninety-nine students (response rate of 74.75%) filled in the survey. The data were analyzed qualitatively by coding and labeling the responses following the types of regulations proposed by the Self-determination Theory (SDT) of motivation. Findings suggest that 48.2% participants reported their initial motivation as Extrinsic, 41.8% Fallback Career, 1.7% Amotivation, 7.4% Intrinsic, and 1% Altruistic. Significant changes from Fallback Career to more autonomous extrinsic types of regulation were identified, where 75.9% participants reported Extrinsic Motivation and 6.0% Fallback Career at their 8th semester. Findings about high initial fallback careers imply the needs for careful selection of language teacher education programs. The fact that fallback careers change implies the hope for future teachers’ better practices, which in turns improve the English teaching in the classrooms
The Contribution of Inservice Teacher Education Program (PPG) on Teachers' Professionalism
No full textTeacher professional development (TPD) programs have been considered an inportant aspect in teacher development and quality improvement. They are believed to be able to improve teachers’ knowledge and skills which in turn improve students’ learning and improvement. This study examined the contribution of a TPD program for English teachers, PPG in Indonesia on the teacher professionalism, particularly their beliefs about good English teaching, knowledge and skills in English teaching, and practices in the classrom teaching. Data were collected through a close-ended survey, observation, and reflectice interviews with online-inservice PPG techear alumni. Findings suggested that although teacher participants reported that PPG contributed to changes in their beliefs about better English teaching and knowledge and skills in teaching English, such chnages were not reflected in their teaching practices. Such findings implied an improvement of the PPG program structure to include support provided toi teachers when they implement the knowledge and skills in the classrooms
SELF-EFFICACY BELIEFS OF JUNIOR SECONDARY ENGLISH TEACHERS IN YOGYAKARTA PROVINCE OF INDONESIA
No full textAbstract Over the last three decades teachers’ self-efficacy has received significant attention with the mainstream literature considering positive self-efficacy an important aspect of teachers’ professional lives. Self-efficacy has been found to influence the level of teacher enthusiasm, commitment, level of planning and organization, persistence, resilience in dealing with problems, and willingness to experiment with new methods. However, recent research has suggested that positive self-efficacy could be an obstacle to teacher development with efficacy doubt having the potential to contribute to the improvement in teacher quality. The present research investigates the efficacy and work engagement of junior secondary English teachers in Yogyakarta province of Indonesia (N = 152), in a context where the teaching profession, although afforded high social status, does not enjoy significant financial returns and academic recognition. The study also investigates the impact of demographic factors like gender, age, educational background, teaching experience and teacher status, and the context of tasks including the school types and the districts where the teachers teach, so as to examine the effects of a specialist professional development program. The present research was conducted using a mixed methods approach. Quantitative data were collected using three sub-scales from the Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Hoy (2001) and two subscales designed to measure participants’ efficacy for English and curriculum implementation. Qualitative data were collected using an interview protocol and classroom observation schedule. Data from the survey were analysed using the descriptive analysis and the Multivariate Analysis of Variance (MANOVA). Repeated measures were used to examine the effects of training on the participants’ self-efficacy. Qualitative data were analysed Using NVivo 7. Findings suggest that although teacher efficacy was not very high (M = 4.68: SD = 1.45), for these teachers their level of efficacy was contextually optimal., The participants were not so confident that they were not ready or willing to exert significant effort in improving themselves and their teaching performance. Findings also show that regardless of the low financial returns and academic recognition, these teachers reported high levels of work engagement. In addition, findings indicate that a significant unexpected outcome of the professional training program was the opportunity it provided for teacher participants to informally engage in professional conversations and to communicate with their colleagues
Effects of the Competency-based Integrated Training (CBIT) on the Secondary School English Teachers’ Self-efficacy Beliefs
No full textAbstract This paper discusses findings of a survey about the effect of Competency-based Integrated training (CBIT) initiated by the Indonesian MoNE on the secondary school English teachers’ self efficacy beliefs for curriculum implementation in Yogyakarta Province, Indonesia. The findings are based on two types of data collected in January – February 2007. The first type of data was collected from 152 English teachers in the province using a five subscale questionnaire in a two-time frame and was analysed using the Repeated Measures MANOVA. The second type of data was collected using an interview protocol and was analysed using the QSR NVivo 7 packages. Although findings from quantitative data suggest that there are significant differences in the teachers’ efficacy beliefs before and after the CBIT, interviews with some of the teacher sample, however, reveal different aspirations when asked about the contribution of such trainings on their confidence in implementing teaching in the classroom. The findings provide an important implication on the efforts of improving the teaching quality in Indonesian context. Key words: Competency-based integrated training, teachers’ self-efficacy belief
Vigor, Dedication and Absorption: Work engagement among secondary school English teachers in Indonesia
No full textAbstract This paper investigates the work engagement among a sample of 152 secondary school English teachers in Yogyakarta, Indonesia, sampled from a competency-based integrated training course. Data were collected using the short form of the Utrecht Work Engagement Scale (UWES 9; Schaufeli et al, 2002). Reliability in the Indonesian context was high (alpha=.91 overall; alphas=.76, .83, .79 respectively, for component vigor, dedication, and absorption subscales). Results suggest that teachers’ work engagement is generally high (overall M=5.04 on the 7-point scale; Ms=4.99, 5.44, 4.71 respectively, for component vigor, dedication, and absorption subscales). Findings are interesting in the context of low student English achievement in this region and implications are suggested in relation to teachers’ continuing professional development and enhancement of student achievement. Key words: work engagement, teachers’ work engagemen
The Perception of the Types of English Programs in Relation to Career Aspiration of the Students of Vocational High Schools in Yogyakarta.
No full textThis study aims to reveal: (1) Vocational High School (VHS) students’ English perceived needs, (2) VHS students’ career aspirations toward study program they are taking, (3) the effect of students’ perception of their English program (EGP and ESP) on their career aspirations.
This study was quantitative research in the form of a correlational study. The subjects were 526 grade X students of ten public VHS’s in Yogyakarta in their second-semester. This study used two questionnaires: (1) a perception questionnaire with a four-point Likert scale used to reveal the students’ perceived needs for English program at school: English for general purposes (EGP) or English for specific purposes (ESP), adapted from Tabatabaei and Mokhtari (2014); (2) a career aspiration questionnaire with a four-point Likert scale used to reveal the students’ aspiration to their future career, adapted from Gregor and O'Brien (2016) using Career Aspiration Scale-Revised (CAS-R). The data were analyzed using the descriptive analysis, Pearson product-moment, and multiple regression analysis with the help of SPSS version 24 software.
The findings of this study were as follows. (1) Most VHS students' English perceived need was ESP. Nevertheless, it was also undeniable that they also still needed EGP for their English before they took ESP. (2) Most VHS students did not have mature career aspirations related to the study program they were taking at vocational high school. (3) There was a significant effect of students' perception (EGP and ESP) on their career aspirations (t = 21.136 , EGP = 5.484, and ESP = 7.066, p (EGP and ESP) = 0.000 < 0.01)
Translation of Figurative Language in Paulo Coelho‟s The Spy into Lulu Wijaya‟s Mata Hari
Full text linkFigurative language or figure of speech is a crucial and inseparable element in literary
works. It has its own challenging difficulties in translations because it contains
connotative meaning, cultural aspects, and social habits. The translators need to find the
secondary meaning and transfer it thoroughly in the target language. This research is
aimed to find types of figurative language in source and target languages, analyze
procedures to translate figurative language, and examine the degrees of equivalence in the
translation.
This research is a descriptive qualitative research. The sources of data are two novels
entitled The Spy by Paulo Coelho and its Indonesian version entitled Mata Hari by Lulu
Wijaya. The researcher uses note taking technique to collect the data. The instruments are
human instrument and indicators to categorize the data. To analyze the data, the
researcher applied Miles, Huberman, and Saldana‟s model that consists of data
condensation, data display and conclusion drawing. The data trustworthiness is achieved
by triangulation technique that consists of data crosschecking and peer debriefing.
The finding shows 173 data in this research. There are 6 types of figurative language
found in this research, such as simile, metaphor, personification, hyperbole, metonymy,
and synecdoche. Metaphor is the majority type of figurative language that appears in this
research because it contains stylistic and cognitive functions. The translation procedures
to translate those types are literal translation, naturalization, functional equivalence,
through translation, transposition, modulation, compensation, reduction or expansion,
equivalence, and adaptation. Literal translation is mostly used to translate figurative
language. It means that the lexical gap between English and Bahasa Indonesia is not
too extensive; literal translation fits well in translating figurative language; and it is the
first step to translate figurative language. Furthermore, the researcher found 3 criteria
of equivalence, such as exact equivalence, near equivalence, and partly equivalence.
Single-multiple equivalence and no-equivalence do not exist in the translation. It could be
assumed that the translation of figurative language from The Spy into Mata Hari is
considered as good translation.
Keywords: translation, figurative language, translation procedures, degree of
equivalence
English Teachers’ Motivation and Intention Regarding Their Professional Development Program
No full textThis study
investigates 1) teachers’ motivation to attend the training of Genre-based
English Teaching, and 2) teachers’ intention to implement the newly introduced
teaching approach. Teachers’ motivation was explained using self-determination
theory, while intention was predicted using seven predictors from both the
theory of planned behaviour, and the context of the study.
Data were collected from 210 school English teachers in
Yogyakarta province of Indonesia, using a questionnaire consisting of eight
subscales. The first four subscales were developed following the guidance for
questionnaire development to measure teachers’ intention and its three
predictors, while the other four subscales of teacher motivation to attend a
training program, engagement in the program, self-efficacy to implement the
result of the program, and perceived school climate were either adopted or
adapted from published questionnaires. Data concerning motivations were
analysed using descriptive statistics and MANOVA, while data about intention
were analysed using Structural Equation Modelling.
Findings suggest that teacher motivation changed in both
dimensions of quantity and quality. Initial controlled types of motivation
became more autonomous when participants experienced internalisation.
Participants reported different types of motivation that indicated motivational
overlaps, by reporting both high intrinsic motivation and identified
regulation, on one hand, and high external regulation on the other hand.
Findings also suggested that only teaching experiences contributed
significantly to differences in teachers’ motivation. Although the theory of
planned behaviour proposes three predictors of intention (attitudes, subjective
norms, perceived behavioural control), this study revealed that subjective
norms and perceived behaviour control predicted teachers’ intention but
teachers’ attitudes did not. Teachers’ emotional engagement in the training of
Genre-based English Teaching proved to be a significant predictor of teacher
intention. These findings are interpreted and implications discussed in
relation to teachers and the teaching profession in the Indonesian context, and
particularly in the area of teacher professional development
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Reflection on Background Knowledge Implementation Using Top-down Activities
Full text linkThis paper attempts to examine students’ reaction and potential challenges encountered in the implementation of activities which stimulate their background knowledge. The authors implemented lesson plan which used top-down activities to raise students’ awareness of the use of background knowledge. The analysis in this reflection paper used two evaluation questions. The result showed that there are several reactions from the students as well as problems arose during the implementation of the activities. The reactions and problems are varied determined by the type of the exercise. Additionally, more explanations and examples are needed to be supplied before and also during the activity of completing the exercises. Those are necessary because during the activities, some students seemed to hesitate and needed more encouragement. Finally, continue practice using these type of exercises might give positive result in improving students’ awareness of background knowledge in discourse
English Speaking Anxiety Among High Degree Students of English Education Study Programs Bau-Bau Universities
Full text linkThis study aimed to analyze the levels of speaking anxiety among students, evaluate the key factors contributing to students' speaking anxiety when using English, and explore strategies based on how students cope with anxiety. This study used a mixed-method design with 75 quantitative and 15 qualitative samples of 5th-semester students from Dayanu Ikhsanuddin University Bau-Bau in the 2023/2024 academic year. The instruments used were questionnaires and interviews. The content validity of the instruments was determined by seeking consideration from one expert (expert judgment) who stated that the instruments used were valid after revision. The reliability estimation of the instruments was calculated using the alpha coefficient (Cronbach's Alpha) and deemed reliable. To determine the factors that contribute to speaking anxiety and the fear of making mistakes among students when using English, and to collect data, descriptive analysis was used for quantitative data and thematic analysis for qualitative data. The results showed that the majority of students experienced moderately high levels of speaking anxiety. Specifically, only 6.67% of students had very low anxiety, 8% had moderately low anxiety, 16% had moderate anxiety, 38.67% had moderately high anxiety, and 30.67% experienced very high anxiety. Then, from the results of the interview, various anxiety factors and strategies for dealing with anxiety were identified, and results of the interview, the authors concluded several factors that cause' speaking anxiety, where anxiety factors included internal and external factors consisting of five points, namely: Fear of making mistakes, Lack of self-confidence, Lack of Mastery of Material, Fear of Negative Evaluation, Lack of practice speaking. Meanwhile, strategies used by students include Positive Thinking, Physical Techniques (distractions), Breathing Techniques, Peer Support, Self-confidence, Self-motivation, Relaxation, and Spiritual
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