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Abstract
The study sought to investigate the perception of English teachers in madrassas and pesantrens toward the English Language Teacher Training (ELTT) program they underwent for five months. A convergent mixed-method research design was used, comprising a set of questionnaires administered to thirty-two teachers across three cities, namely Banjarmasin, Metro, and Palembang. Subsequently, interviews were conducted with twelve teachers who participated in the study. Interactive data analysis was employed to analyze the results obtained from the questionnaires and interviews. The study found that numerous teachers reported receiving significant benefits in their teaching and learning skills after participating in the ELTT program, including a boost in self-esteem when delivering English language instruction and enhanced English teaching abilities. However, participants also highlighted internet connectivity and time management as major hurdles that required attention. Hence, it is recommended that the Ministry of Religious Affairs continues to implement the program since it provides teachers with opportunities to enhance their English teaching skills. Consequently, this will enable students to receive greater exposure to the English language, facilitating their learning process.
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Copyright (c) 2023 Raida Asfihana, Afifah Linda Sari, Amalia Hasanah, Ning Setiowati
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‘I Can Teach English More Confidently’: How Madrassas’ and Pesantrens’ English Teachers Perceived ELTT Program. (2023). Journal of English Education and Teaching, 7(4), 1114–1134. https://doi.org/10.33369/jeet.7.4.1114-1134
References
Aktekin, N. C., & Celebi, H. (2020). Elt student teacher identity construction: Exploring teacher roles and domains of expertise. International Journal of Language Education, 4(1), 113–128. https://doi.org/10.26858/ijole.v4i2.10655
Amin, F. M., & Sundari, H. (2020). Efl students’ preferences on digital platforms during emergency remote teaching: Video conference, LMS, or messenger application? Studies in English language and education, 7(2), 362–378. https://doi.org/10.24815/siele.v7i2.16929
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and Mixed Methods Approaches (5th ed.). Los Angeles, LA: Sage. https://doi.org/10.1017/CBO9781107415324.004
Febriyanti, E. R. (2018). Investigating English Department Students’ Perceptions about a Good English Language Teacher. International Journal of Language Education, 2(2), 83–95. https://doi.org/10.26858/ijole.v2i2.6378
Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). Teacher Professional Development. In The Cambridge Assessment English Approach to Teacher Professional Development. Cambridge University Press. https://doi.org/10.4018/978-1-4666-9624-2.ch080
Guetterman, T., & Creswell, J. (2015). Using joint displays and MAXQDA software to represent the results of mixed methods research. Use of visual displays in research and testing: Coding, interpreting, and reporting data. 554–561. https://doi.org/10.1370/afm.1865.INTRODUCTION
Hasan, M. (2015). English literary studies: including Islamic perspectives in pedagogy and practice. The American Journal of Islamic Social Sciences (AJISS), 32(1), 1–22.
Johnson, R. B. & Christensen, L. (2014). Educational Research Quantitative, Qualitative, and Mixed Approaches (5th ed). Thousand Oaks, CA: Sage.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J.M. Spector, M.D. Merrill, J. Elen, M.J. Bishop (Eds), Handbook of research on educational communications and technology. New York, NY: Springer, 101–111. https://doi.org/10.1007/978-1-4614-3185-5_9
Maghfirotillah, Q., Fajriyah, L., & Hariri, A. (2015). Perspektif mahasiswa berlatar jurusan keislaman terhadap pembelajaran Bahasa Inggris. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 3(2), 257-275. https://doi.org/10.15642/pai.2015.3.2.257-275
Miles, M.B., Huberman, A.M. and Saldana, J. (2014) Qualitative data analysis: A methods sourcebook. London, UK: Sage.
Songbatumis, A. M. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2). https://doi.org/10.18196/ftl.2223
Radwan, A. A. (2019). Changes in prospective teachers’ beliefs about foreign language learning in a teacher training program. Journal of Arts and Social Sciences [JASS], 10(2), 37–48.
Uzun, L. (2016). Evaluation of the latest english language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1147115
Wati, H. (2011). The effectiveness of Indonesian English teachers training programs in improving confidence and motivation. International Journal of Instruction, 4(1), 79–104.
Yuan, R., & Burns, A. (2017). Teacher identity development through action research: a Chinese experience. Teachers and Teaching: Theory and Practice, 23(6), 729–749. https://doi.org/10.1080/13540602.2016.1219713
Zein, S. (2016). Factors affecting the professional development of elementary English teachers. Professional Development in Education, 42(3), 423–440. https://doi.org/10.1080/19415257.2015.1005243
References
Aktekin, N. C., & Celebi, H. (2020). Elt student teacher identity construction: Exploring teacher roles and domains of expertise. International Journal of Language Education, 4(1), 113–128. https://doi.org/10.26858/ijole.v4i2.10655
Amin, F. M., & Sundari, H. (2020). Efl students’ preferences on digital platforms during emergency remote teaching: Video conference, LMS, or messenger application? Studies in English language and education, 7(2), 362–378. https://doi.org/10.24815/siele.v7i2.16929
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and Mixed Methods Approaches (5th ed.). Los Angeles, LA: Sage. https://doi.org/10.1017/CBO9781107415324.004
Febriyanti, E. R. (2018). Investigating English Department Students’ Perceptions about a Good English Language Teacher. International Journal of Language Education, 2(2), 83–95. https://doi.org/10.26858/ijole.v2i2.6378
Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). Teacher Professional Development. In The Cambridge Assessment English Approach to Teacher Professional Development. Cambridge University Press. https://doi.org/10.4018/978-1-4666-9624-2.ch080
Guetterman, T., & Creswell, J. (2015). Using joint displays and MAXQDA software to represent the results of mixed methods research. Use of visual displays in research and testing: Coding, interpreting, and reporting data. 554–561. https://doi.org/10.1370/afm.1865.INTRODUCTION
Hasan, M. (2015). English literary studies: including Islamic perspectives in pedagogy and practice. The American Journal of Islamic Social Sciences (AJISS), 32(1), 1–22.
Johnson, R. B. & Christensen, L. (2014). Educational Research Quantitative, Qualitative, and Mixed Approaches (5th ed). Thousand Oaks, CA: Sage.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J.M. Spector, M.D. Merrill, J. Elen, M.J. Bishop (Eds), Handbook of research on educational communications and technology. New York, NY: Springer, 101–111. https://doi.org/10.1007/978-1-4614-3185-5_9
Maghfirotillah, Q., Fajriyah, L., & Hariri, A. (2015). Perspektif mahasiswa berlatar jurusan keislaman terhadap pembelajaran Bahasa Inggris. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 3(2), 257-275. https://doi.org/10.15642/pai.2015.3.2.257-275
Miles, M.B., Huberman, A.M. and Saldana, J. (2014) Qualitative data analysis: A methods sourcebook. London, UK: Sage.
Songbatumis, A. M. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2). https://doi.org/10.18196/ftl.2223
Radwan, A. A. (2019). Changes in prospective teachers’ beliefs about foreign language learning in a teacher training program. Journal of Arts and Social Sciences [JASS], 10(2), 37–48.
Uzun, L. (2016). Evaluation of the latest english language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1147115
Wati, H. (2011). The effectiveness of Indonesian English teachers training programs in improving confidence and motivation. International Journal of Instruction, 4(1), 79–104.
Yuan, R., & Burns, A. (2017). Teacher identity development through action research: a Chinese experience. Teachers and Teaching: Theory and Practice, 23(6), 729–749. https://doi.org/10.1080/13540602.2016.1219713
Zein, S. (2016). Factors affecting the professional development of elementary English teachers. Professional Development in Education, 42(3), 423–440. https://doi.org/10.1080/19415257.2015.1005243
Amin, F. M., & Sundari, H. (2020). Efl students’ preferences on digital platforms during emergency remote teaching: Video conference, LMS, or messenger application? Studies in English language and education, 7(2), 362–378. https://doi.org/10.24815/siele.v7i2.16929
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and Mixed Methods Approaches (5th ed.). Los Angeles, LA: Sage. https://doi.org/10.1017/CBO9781107415324.004
Febriyanti, E. R. (2018). Investigating English Department Students’ Perceptions about a Good English Language Teacher. International Journal of Language Education, 2(2), 83–95. https://doi.org/10.26858/ijole.v2i2.6378
Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). Teacher Professional Development. In The Cambridge Assessment English Approach to Teacher Professional Development. Cambridge University Press. https://doi.org/10.4018/978-1-4666-9624-2.ch080
Guetterman, T., & Creswell, J. (2015). Using joint displays and MAXQDA software to represent the results of mixed methods research. Use of visual displays in research and testing: Coding, interpreting, and reporting data. 554–561. https://doi.org/10.1370/afm.1865.INTRODUCTION
Hasan, M. (2015). English literary studies: including Islamic perspectives in pedagogy and practice. The American Journal of Islamic Social Sciences (AJISS), 32(1), 1–22.
Johnson, R. B. & Christensen, L. (2014). Educational Research Quantitative, Qualitative, and Mixed Approaches (5th ed). Thousand Oaks, CA: Sage.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J.M. Spector, M.D. Merrill, J. Elen, M.J. Bishop (Eds), Handbook of research on educational communications and technology. New York, NY: Springer, 101–111. https://doi.org/10.1007/978-1-4614-3185-5_9
Maghfirotillah, Q., Fajriyah, L., & Hariri, A. (2015). Perspektif mahasiswa berlatar jurusan keislaman terhadap pembelajaran Bahasa Inggris. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 3(2), 257-275. https://doi.org/10.15642/pai.2015.3.2.257-275
Miles, M.B., Huberman, A.M. and Saldana, J. (2014) Qualitative data analysis: A methods sourcebook. London, UK: Sage.
Songbatumis, A. M. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2). https://doi.org/10.18196/ftl.2223
Radwan, A. A. (2019). Changes in prospective teachers’ beliefs about foreign language learning in a teacher training program. Journal of Arts and Social Sciences [JASS], 10(2), 37–48.
Uzun, L. (2016). Evaluation of the latest english language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1147115
Wati, H. (2011). The effectiveness of Indonesian English teachers training programs in improving confidence and motivation. International Journal of Instruction, 4(1), 79–104.
Yuan, R., & Burns, A. (2017). Teacher identity development through action research: a Chinese experience. Teachers and Teaching: Theory and Practice, 23(6), 729–749. https://doi.org/10.1080/13540602.2016.1219713
Zein, S. (2016). Factors affecting the professional development of elementary English teachers. Professional Development in Education, 42(3), 423–440. https://doi.org/10.1080/19415257.2015.1005243