the long term impact of an english language …eprints.usq.edu.au/32869/2/machfudi_2017.pdf · the...

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

iv

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)

1

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

3

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.

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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?

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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

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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

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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

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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

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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

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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.

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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

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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

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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

49

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.

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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

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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:

121

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

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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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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


AIDS/MATERIALS


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


AIDS/MATERIALS


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