Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

Zulfikar Zulfikar

doi:10.26858/eltww.v8i1.19349

Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

Zulfikar Zulfikar^(1*),

(1) Sekolah Tinggi Agama Islam Negeri Mandailing Natal
(*) Corresponding Author

DOI: https://doi.org/10.26858/eltww.v8i1.19349

Abstract

This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.

Keywords

Teacher Certification Program; certified EFL teachers; teachers’ performance; EFL learners

Full Text:

PDF

References

Abubakar, A. (2016). Dampak sertifikasi guru terhadap kualitas pendidikan pada madrasah aliyah di kota Kendari [The impact of teacher certification on the quality of education at Islamic high schools in Kendari city]. Al-Qalam, 21(1), 128. https://doi.org/10.31969/alq.v21i1.204

Adebowale, T. A. (2012). Guidance and counselling in the sustainability of educational system. African Research Review, 6(2), 215–225. https://doi.org/10.4314/afrrev.v6i2.19

Al-Musawi, N. M. (2014). Strategic use of translation in learning English as a foreign language (EFL) among Bahrain university students. Comprehensive Psychology, 3, 10.03.IT.3.4. https://doi.org/10.2466/10.03.IT.3.4

Alharbi, S. H. (2017). Principled eclecticism: Approach and application in teaching writing to ESL/EFL students. English Language Teaching, 10(2), 33–39. https://doi.org/10.5539/elt.v10n2p33

Altun, M. (2017). The effects of teacher commitment on student achievement: A case study in Iraq. International Journal of Academic Research in Business and Social Sciences, 7(11), 51–54. https://doi.org/10.6007/IJARBSS/v7-i11/3475

Anugerahwati, M., & Saukah, A. (2010). Professional competence of English teachers in Indonesia: A profile of exemplary teachers. In Indonesian Journal of English Language Teaching (Vol. 6, Issue 2). https://doi.org/10.25170/IJELT.V6I2.1545

Apsari, Y. (2018). Teachers’ problems and solutions in implementing curriculum 2013. Acuity : Journal of English Language Pedagogy, Literature and Culture, 3(1), 11–23. https://doi.org/10.35974/acuity.v3i1.620

Bell, N. D. (2011). Humor scholarship and TESOL: Applying findings and establishing a research agenda. TESOL Quarterly, 45(1), 134–159. https://doi.org/10.5054/tq.2011.240857

Benardi, A. I., Purwaningsih, W., & Rahima, H. N. (2018). Analisis standar pengelolaan peran pendidik dalam proses pembelajaran IPS di SMP N 1 Karimunjawa, MTs dan MA NU Safinatul Huda Pulau Karimunjawa [Analysis of management standards of teacher role in social studies learning at SMP N 1 Karimunjawa, MTs and MA NU Safinatul Huda in Karimunjawa island]. Jurnal Profesi Keguruan, 4(2), 110–116. https://doi.org/10.7290/jpk.v4i2.17000

Biloon, J. R. S. (2016). The use of the eclectic method in an English language classroom for learning specific skills. Journal of English Education, 1(2), 140–146.

Bishnoi, N. (2017). Collaborative learning: A learning tool advantages and disadvantages. Indian Journal of Health and Well-Being, 8(8), 850–852.

Brown, H. D., & Abeywickrama, P. (2018). Language assessment: Principles and classroom practices (3rd ed.). Pearson Education.

Butakor, P. K., & Boatey, B. O. (2018). Supervision of teacher’s punctuality and students’ attendance in senior high schools: Exploring the views of students. Journal of Education and Practice, 9(30), 71–79.

Buyung, B., Marhaeni, A. A. I. N., & Dante, N. (2013). Analisis tentang profesionalisme guru studi kasus pada guru-guru Bahasa Inggris sertifikasi pada madrasah aliyah di Kabupaten Lombok Barat [Analysis of teacher professionalism: a case study of certified English teachers at Islamic high schools in West Lom. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1, 1–9. https://doi.org/10.23887/jpbi.v1i0.883

Carson, E., & Kashihara, H. (2012). Using the L1 in the L2 classroom: The students speak. The Language Teacher, 36(4), 48. https://doi.org/10.37546/jalttlt36.4-5

Cervantes, C. A. R., & Rodriguez, R. R. (2012). The use of communication strategies in the beginner EFL classroom. Gist Education and Learning Research Journal, 6, 111–128.

Chan, S., & Quinn, P. (2012). Secondary school students’ views of inhibiting factors in seeking counselling. British Journal of Guidance & Counselling, 40(5), 527–543. https://doi.org/10.1080/03069885.2012.719603

Clapper, T. C. (2015). Cooperative-based learning and the zone of proximal development. Simulation & Gaming, 46(2), 148–158. https://doi.org/10.1177/1046878115569044

Coombe, C., Davidson, P., O’sullivan, B., & Stoynoff, S. (2012). The Cambridge guide to second language assessment. Cambridge University Press.

Creswell, J. W., & Cresswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications, Inc.

Cushing-Leubner, J., & Bigelow, M. (2014). Principled eclecticism and the holistic approach to language teaching and learning. In S. Çelik (Ed.), Approaches and Principles in English as a Foreign Language (EFL) Education (pp. 254–263). Eğiten Kitap. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.707.1869&rep=rep1&type=pdf

Dagilienė, I. (2012). Translation as a learning method in English language teaching. Studies About Languages, 0(21), 124–129. https://doi.org/10.5755/j01.sal.0.21.1469

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660. https://doi.org/10.1007/s10964-011-9647-5

English First. (2020). EF english proficiency index: A ranking of 100 countries and Regions by English Skills. www.ef.com/epiwww.efset.org

Fahmi, M., Maulana, A., & Yusuf, A. A. (2011). Teacher certification in Indonesia: A confusion of means and ends (No. 201107).

Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal development (ZPD) in teacher education: ZPTD and self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549–1554. https://doi.org/10.1016/j.sbspro.2011.11.396

Foote, J. A., Holtby, A. K., & Derwing, T. M. (2012). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 22. https://doi.org/10.18806/tesl.v29i1.1086

Gata, W., Grand, G., Fatmasari, R., Baharuddin, B., Patras, Y. E., Hidayat, R., Tohari, S., & Wardhani, N. K. (2019). Prediction of teachers’ lateness factors coming to school using c4.5, random tree, random forest algorithm. 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018), 161–166. https://doi.org/10.2991/icream-18.2019.34

Govindasamy, M., & Shah, P. M. (2020). Students’ perceptions on collaborative speaking tasks in ESL classrooms. Creative Education, 11(11), 2280–2292. https://doi.org/10.4236/ce.2020.1111167

Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002

Grim, F. (2010). L1 in the L2 classroom at the secondary and college levels: A comparison of functions and use by teachers. Electronic Journal of Foreign Language Teaching, 7(2), 193–209.

Gün, B. (2014). Making sense of experienced teachers’ interactive decisions: Implications for expertise in teaching. International Journal of Instruction, 7, 75–90.

Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1–12.

Halwani, N. (2017). Visual aids and multimedia in second language acquisition. English Language Teaching, 10(6), 59. https://doi.org/10.5539/elt.v10n6p53

Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186X.2016.1217819

Hariyadi, A., & Yanti, D. R. (2019). The Importance of needs analysis in materials development. Jurnal Ilmiah Profesi Pendidikan, 4(2), 94–99. https://doi.org/10.29303/jipp.v4i2.88

Harjanto, I., Lie, A., Wihardini, D., Pryor, L., & Wilson, M. (2018). Community-based teacher professional development in remote areas in Indonesia. Journal of Education for Teaching, 44(2), 212–231. https://doi.org/10.1080/02607476.2017.1415515

Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798–812. https://doi.org/10.1016/j.jpubeco.2010.11.009

Haryanto, E., Mukminin, A., Murboyono, R., Muazza, M., & Ekatina, M. (2016). Teacher certification policy: Evidence from students’ perception on certified English teachers at one public high school in Jambi Indonesia and policy implications. Turkish Online Journal of Qualitative Inquiry, 7(3). https://doi.org/10.17569/tojqi.31703

Hidayah, R., Salimi, M., & Susiani, T. S. (2017). Critical thinking skill: Konsep dan indikator penilaian [Critical thinking skill: Assessment concepts and indicators]. Jurnal Taman Cendekia, 1(2), 127–133. http://dx.doi.org/10.30738/tc.v1i2.1945

Ibrahim, N., Shak, M. S. Y., Mohd, T., Ismail, N. A., Perumal, P. D., Zaidi, A., & Yasin, S. M. A. (2015). The importance of implementing collaborative learning in the English as a second language (ESL) classroom in Malaysia. Procedia Economics and Finance, 31, 346–353. https://doi.org/10.1016/s2212-5671(15)01208-3

Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16–21. https://doi.org/10.1080/00940771.2012.11461816

Jenkins, L. N., Floress, M. T., & Reinke, W. (2015). Rates and types of teacher praise: A review and future directions. Psychology in the Schools, 52(5), 463–476. https://doi.org/10.1002/pits.21835

Kementerian Pendidikan dan Kebudayaan. (2016). Analisis sumber daya manusia pendidikan dasar dan menengah [Analysis of human resources for primary and secondary education]. http://publikasi.data.kemdikbud.go.id/uploadDir/isi_C3E61ED4-94A4-4C8E-AFEE-091C89F6BF53_.pdf

Kırkgöz, Y., & Ağçam, R. (2012). Investigating the written assessment practices of Turkish Teachers of English at primary education. The Journal of Language and Linguistic Studies, 8(2), 119–136. http://www.jlls.org/vol8no2/119-136.pdf

Košir, K., & Tement, S. (2014). Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups. European Journal of Psychology of Education, 29(3), 409–428. https://doi.org/10.1007/s10212-013-0205-2

Krashen, S., & Mason, B. (2019). A note on comprehension checking. Journal of English Language Teaching , 61(1), 23–32.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss,

T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583

Kurniawan, B. D. (2011). Implementasi kebijakan sertifikasi guru dalam rangka meningkatkan profesionalitas guru di Kota Yogyakarta [Implementation of teacher certification policies to improve teacher professionalism in Yogyakarta]. Jurnal Studi Pemerintahan, 2(2), 278–299. https://doi.org/10.18196/jgp.2011.0015

Kusumawardhani, P. N. (2017). Does teacher certification program lead to better quality teachers? Evidence from Indonesia. Education Economics, 25(6), 590–618. https://doi.org/10.1080/09645292.2017.1329405

Lie, A., Tamah, S. M., Trianawaty, T., Triwidayati, K. R., & Jemadi, F. (2019). English proficiency of secondary school teachers in Indonesia. Beyond Words, 7(2), 86–100. https://doi.org/10.33508/bw.v7i2.1950

Lightbown, P. M., & Spada, N. (2020). Teaching and learning L2 in the classroom: It’s about time. Language Teaching, 53(4), 422–432. https://doi.org/10.1017/S0261444819000454

Machali, I. (2013). Kebijakan perubahan kurikulum 2013 dalam menyongsong Indonesia emas tahun 2045 [2013 curriculum change policy in welcoming a golden Indonesia in 2045]. Jurnal Pendidikan Islam, 3(1), 94. https://doi.org/10.14421/jpi.2014.31.71-94

Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English Language and Literature, 3(1), 91–96.

Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter? – The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PLOS ONE, 13(11), e0207252. https://doi.org/10.1371/journal.pone.0207252

Mahmudah, D. R. (2013). A comparative study on the English teaching skills between the certified and non-certified English teachers in Bantaeng regency. Exposure, 2(2), 177–188. https://doi.org/10.26618/EXPOSURE.V2I2.789

Martínez-Jiménez, R., & Ruiz-Jiménez, M. C. (2020). Improving students’ satisfaction and learning performance using flipped classroom. International Journal of Management Education, 18(3), 100422. https://doi.org/10.1016/j.ijme.2020.100422

McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. Bloomsbury.

McKenzie, K., Murray, K. R., Murray, A. L., & Richelieu, M. (2015). The effectiveness of university counselling for students with academic issues. Counselling and Psychotherapy Research, 15(4), 284–288. https://doi.org/10.1002/capr.12034

Munfangati, R., & Widodo, P. (2014). Kinerja guru bahasa Inggris bersertifikat pendidik di kota Yogyakarta [The performance of certified English teachers in the city of Yogyakarta]. LingTera, 1(2), 236. https://doi.org/10.21831/lt.v1i2.2598

Namaziandost, E., & Imani, A. (2020). Compensatory strategies and Iranian intermediate EFL learners’ speaking fluency: Focusing on self-repetition and comprehension check strategies the impacts of spaced and massed distribution instruction on EFL learners’ vocabulary learning view project. International Journal of Linguistics, Literature and Translation, 3(3), 107–114. https://doi.org/10.32996/ijllt.2020.3.3.11

Nation, P., & Macalister, J. (2019). Language curriculum design (2nd ed.). Routledge.

Nawaz, N., & Yasin, H. (2015). Determinants of motivation in teachers: A study of private secondary schools chain networks in Bahawalpur. Journal of Education and Practice, 6(4), 55–59.

Odukoya, J. A., Adekeye, O., Igbinoba, A. O., & Afolabi, A. (2018). Item analysis of university-wide multiple choice objective examinations: the experience of a Nigerian private university. Quality & Quantity, 52(3), 983–997. https://doi.org/10.1007/s11135-017-0499-2

Pailthorpe, B. C. (2017). Emergent Design. In The International Encyclopedia of Communication Research Methods (pp. 1–2). https://doi.org/10.1002/9781118901731.iecrm0081

Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and Evaluation, 11(5), 461–485. https://doi.org/10.1080/13803610500146269

Payne, M. W., & Contreras, J. P. (2019). Ecuadorian students’ perception on the use of translation in the EFL classroom. Studies in English Language and Education, 6(1), 61–70. http://www.jurnal.unsyiah.ac.id/SiELE/article/view/12072

Rahimi, M., & Karkami, F. H. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57–82.

Ramli, R. (2014). Implementation and impact of teacher certification program in Indonesia (Perspective in education). Jurnal Bahasa Lingua Scientia, 6(2), 227–233. https://doi.org/10.21274/ls.2014.6.2.227-233

Reddington, E. (2015). Humor and play in language classroom interaction: A review of the literature. Studies in Applied Linguistics and TESOL, 15(2), 22–38. https://doi.org/10.7916/SALT.V15I2.1271

Rindarti, E. (2018). Peningkatan kompetensi guru dalam mengembangkan RPP kurikulum 2013 revisi 2017 melalui pendampingan berkelanjutan [Increasing teacher competence in developing the 2017 revised 2013 curriculum lesson plan through continuous mentoring]. Jurnal Pendidikan Islam, 9(1), 59–74.

Ripollés, P., Marco-Pallarés, J., Hielscher, U., Mestres-Missé, A., Tempelmann, C., Heinze, H. J., Rodríguez-Fornells, A., & Noesselt, T. (2014). The role of reward in word learning and its implications for language acquisition. Current Biology, 24(21), 2606–2611. https://doi.org/10.1016/j.cub.2014.09.044

Shalem, Y., Steinberg, C., Koornhof, H., & De Clercq, F. (2017). The what and how in scripted lesson plans: the case of the Gauteng Primary Language and Mathematics Strategy. Journal of Education, 66, 13–36. https://doi.org/10.17159/2520-9868/i66a01

Shapira-Lishchinsky, O. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching practice. Teaching and Teacher Education, 27(3), 648–656. https://doi.org/10.1016/j.tate.2010.11.003

Siswandari, S., & Susilaningsih, S. (2013). Dampak sertifikasi guru terhadap peningkatan kualitas pembelajaran peserta didik. Jurnal Pendidikan Dan Kebudayaan, 19(4), 478–498. https://doi.org/10.24832/jpnk.v19i4.305

Skipper, Y., & Douglas, K. (2012). Is no praise good praise? Effects of positive feedback on children’s and university students’ responses to subsequent failures. British Journal of Educational Psychology, 82(2), 327–339. https://doi.org/10.1111/j.2044-8279.2011.02028.x

Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2017). Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 37(4), 457–467. https://doi.org/10.1080/01443410.2016.1165796

Sougari, A.-M. (2011). Student teachers’ decision-making skills in relation to lesson planning: The impact of a practicum. Selected Papers on Theoretical and Applied Linguistics, 19, 403–412. https://doi.org/10.26262/istal.v19i0.5518

Stanger-Hall, K. F. (2012). Multiple-choice exams: An obstacle for higher-level thinking in introductory science classes. CBE—Life Sciences Education, 11(3), 294–306. https://doi.org/10.1187/cbe.11-11-0100

Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018). Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemporary Educational Psychology, 53, 106–122. https://doi.org/10.1016/j.cedpsych.2018.02.004

Sudja, I. N., & Yuesti, A. (2017). The influences of education and training, leadership, work environment, teacher certification on discipline and teacher’s professionality In high school at Bali province. Scientific Research Journal, 5(9), 102–108.

Suharjati, F. (2010). History of teaching English as a foreign language in Indonesia. DEIKSIS, 2(03), 161–168. https://doi.org/10.30998/DEIKSIS.V2I03.401

Suprihatiningrum, J. (2014). Guru profesional: Pedoman kinerja, kualifikasi, & kompetensi guru [Professional teachers: Teacher performance, qualification & competency guidelines]. Yogjakarta: Ar-Ruzz Media.

Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Reviews, 5(9), 508–517. https://doi.org/10.5897/ERR.9000329

Tran, Y. (2015). ESL pedagogy and certification: Teacher perceptions and efficacy. Journal of Education and Learning, 4(2), 28–42. https://doi.org/10.5539/jel.v4n2p28

Triwiyanto, T. (2013). Standar nasional pendidikan sebagai indikator mutu layanan manajemen sekolah [National education standards as an indicator of the quality of school management services]. Jurnal Ilmu Pendidikan, 19(2), 161–171. https://doi.org/10.17977/JIP.V19I2.4208

Vygotsky, L. S. (1964). Thought and language. Bulletin of the Orton Society, 14(1), 97–98. https://doi.org/10.1007/BF02928399

Wardoyo, C. (2015). The measurement of teacher’s personality competence and performance using embedded model. Journal of Education and Practice, 6(26), 18–23.

Watanabe, Y., & Swain, M. (2008). Perception of learner proficiency: Its impact on the interaction between an ESL learner and her higher and lower proficiency partners. Language Awareness, 17(2), 115–130. https://doi.org/10.1080/09658410802146651

Weber, H. S., Lu, L., Shi, J., & Spinath, F. M. (2013). The roles of cognitive and motivational predictors in explaining school achievement in elementary school. Learning and Individual Differences, 25, 85–92. https://doi.org/10.1016/j.lindif.2013.03.008

Wen-Cheng, W., Chien-Hung, L., & Chung-Chieh, L. (2011). Thinking of the textbook in the ESL/EFL classroom. English Language Teaching, 4(2), 91. https://doi.org/10.5539/elt.v4n2p91

Wigfield, A., Tonks, S. M., & Klauda, S. L. (2016). Expectancy-Value Theory. In Handbook of motivation at school. Routledge. https://doi.org/10.4324/9781315773384.ch4

Wiseman, A. W., & Al-bakr, F. (2013). The elusiveness of teacher quality: A comparative analysis of teacher certification and student achievement in Gulf Cooperation Council (GCC) countries. Prospects, 43(3), 289–309. https://doi.org/10.1007/s11125-013-9272-z

Zaidi, N. L. B., Grob, K. L., Monrad, S. M., Kurtz, J. B., Tai, A., Ahmed, A. Z., Gruppen, L. D., & Santen, S. A. (2018). Pushing critical thinking skills with multiple-choice questions: Does Bloom’s taxonomy work? Academic Medicine, 93(6), 856–859. https://doi.org/10.1097/ACM.0000000000002087

Zaim, M. (2012). Perbandingan kinerja guru Bahasa Inggris SMA Kota Padang Panjang yang belum dan telah sertifikasi dilihat dari kompetensi pedagogik dan profesional [The comparison of pedagogical and professional competences of certified and non-certified English teachers at SMA Padang Panjang]. International Conference on Languages and Arts, 0(0), 281–295. http://ejournal.unp.ac.id/index.php/isla/article/view/3985

Ziyaeemehr, A., Kumar, V., & Abdullah, M. (2011). Use and non-use of humor in academic ESL classrooms. English Language Teaching, 4(3), 111–119. https://doi.org/10.5539/elt.v4n3p111

Zulfikar, Z. (2016). Benefits of web-based or electronic portfolio assessment in ESL classroom. Englisia: Journal of Language, Education, and Humanities, 4(1), 1–9. https://doi.org/10.22373/ej.v4i1.752

Zulfikar, Z. (2019). Rethinking the use of L1 in L2 classroom. Englisia: Journal of Language, Education, and Humanities, 6(1), 43–51. https://doi.org/10.22373/ej.v6i1.2514