Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta
Keywords:
teaching practices, classroom observation, mentor teachers, competence
Abstract
This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data. The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions. With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices. During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skillsReferences
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Brezicha, K., Bergmark, U., & Mitra, D. (2014). One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform. Educational Administration Quarterly 51. 96-132
Carless, D., & Walker, E. (2006). Effective Team Teaching between Locak and Native-Speaking English Teachers. Language and Education 20(6).
Gan, Zhengdong. (2012). Understanding L2 Speaking Problems: Implication for ESL Curriculum Development in a Teacher Training Institution in Hong Kong. Australian Journal of Teacher Education, 37(1): 43-59.
Girard, Dennis. (1974). Motivation: The Responsibility of the Teacher. London, ELT Journal, January, 1974.
Littlewood, W. (2007). Communicative and Task-Based Language Teaching in East Asian Classrooms. Language Teaching 40(3).
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
Murdoch, G. (1994). Language Development Provision in Teacher Training Curricula. ELT Journal, 48(3): 253-259.
Pak, Yong Leong, Boorer, David, & Chakravarthy, Gitu. (2013). Development of the Practicum Component of Teacher Education in Brunei Darusslam. Brunei Darussalam: Universiti Brunei Darusslam.
Pennington M & Richards, JC. (2016). Teacher identity in language teaching: integrating personal, contextual, and professional factors. RELC Journal, 47(1): 5-24.
Renandya, A. Willy; Lee, Wai Lim; Wah, Kai Leong & Jacobs, M. George. (2013). A Survey of English Language Teaching Trends and Practices in Southeast Asia. Singapore: RELC SEAMEO.
Richards, C. Jack, Gallo, B. Patrick, & Renandya A. Willy. (2015). Exploring Teacher’s Beliefs and the Process of Change. Singapore: RELC SEAMEO.
Richards, J. (2010). Competence and Performance in Language Teaching. RELC Journal, 41(2): 101-122.
Richards, CJ. (2013). Second Language Teacher Education Today. Singapore: SEAMEO Regional Language Centre.
Strauss, A.L., & Corbin, J. M. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, Calif: Sage Publications.
Tarman, B., & Dev, S. (2018). Editorial: Learning Transformation through Innovation and Sustainability in Educational Practices. Research in Social Sciences and Technology, 3(1)
Tarman, B., & Chigisheva, O. (2017). Transformation of educational policy, theory and practice in post-soviet social studies education. Journal of Social Studies Education Research, 8(2), I-IV. 10.17499/jsser.93128
Tarman, B., & Gürel, D. (2017). Awareness of social studies teacher candidates on refugees in Turkey. Journal of Social Studies Research, 41(3), 183-193. 10.1016/j.jssr.2016.11.001
Tarman, B. (2012). Prospective Teachers’ Beliefs and Perceptions about Teaching as a Profession, Educational Sciences: Theory & Practice - 12(3), 1-24.
The Organisation for Economic Co-operation and Development (OECD)/Asian Development Bank. (2015). Education in Indonesia: Rising to the Challenges. Paris: OECD Publishing. http://dx.doi.org/10.1787/97892642.30750-en.
Universitas Negeri Malang. (2017). Petunjuk Pelaksanaan PPL Keguruan Universitas Negeri Malang. Malang: Universitas Negeri Malang.
Williams, M. & Burden, R. L. (1997). Psyhology for Language Teacher: a Social Constructivist Approach. Cambridge University Press: Cambridge.
Wingard, Peter. (1974). Teaching Practice. English Language Teaching Journal. 29(1): 23-36.
Brezicha, K., Bergmark, U., & Mitra, D. (2014). One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform. Educational Administration Quarterly 51. 96-132
Carless, D., & Walker, E. (2006). Effective Team Teaching between Locak and Native-Speaking English Teachers. Language and Education 20(6).
Gan, Zhengdong. (2012). Understanding L2 Speaking Problems: Implication for ESL Curriculum Development in a Teacher Training Institution in Hong Kong. Australian Journal of Teacher Education, 37(1): 43-59.
Girard, Dennis. (1974). Motivation: The Responsibility of the Teacher. London, ELT Journal, January, 1974.
Littlewood, W. (2007). Communicative and Task-Based Language Teaching in East Asian Classrooms. Language Teaching 40(3).
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
Murdoch, G. (1994). Language Development Provision in Teacher Training Curricula. ELT Journal, 48(3): 253-259.
Pak, Yong Leong, Boorer, David, & Chakravarthy, Gitu. (2013). Development of the Practicum Component of Teacher Education in Brunei Darusslam. Brunei Darussalam: Universiti Brunei Darusslam.
Pennington M & Richards, JC. (2016). Teacher identity in language teaching: integrating personal, contextual, and professional factors. RELC Journal, 47(1): 5-24.
Renandya, A. Willy; Lee, Wai Lim; Wah, Kai Leong & Jacobs, M. George. (2013). A Survey of English Language Teaching Trends and Practices in Southeast Asia. Singapore: RELC SEAMEO.
Richards, C. Jack, Gallo, B. Patrick, & Renandya A. Willy. (2015). Exploring Teacher’s Beliefs and the Process of Change. Singapore: RELC SEAMEO.
Richards, J. (2010). Competence and Performance in Language Teaching. RELC Journal, 41(2): 101-122.
Richards, CJ. (2013). Second Language Teacher Education Today. Singapore: SEAMEO Regional Language Centre.
Strauss, A.L., & Corbin, J. M. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, Calif: Sage Publications.
Tarman, B., & Dev, S. (2018). Editorial: Learning Transformation through Innovation and Sustainability in Educational Practices. Research in Social Sciences and Technology, 3(1)
Tarman, B., & Chigisheva, O. (2017). Transformation of educational policy, theory and practice in post-soviet social studies education. Journal of Social Studies Education Research, 8(2), I-IV. 10.17499/jsser.93128
Tarman, B., & Gürel, D. (2017). Awareness of social studies teacher candidates on refugees in Turkey. Journal of Social Studies Research, 41(3), 183-193. 10.1016/j.jssr.2016.11.001
Tarman, B. (2012). Prospective Teachers’ Beliefs and Perceptions about Teaching as a Profession, Educational Sciences: Theory & Practice - 12(3), 1-24.
The Organisation for Economic Co-operation and Development (OECD)/Asian Development Bank. (2015). Education in Indonesia: Rising to the Challenges. Paris: OECD Publishing. http://dx.doi.org/10.1787/97892642.30750-en.
Universitas Negeri Malang. (2017). Petunjuk Pelaksanaan PPL Keguruan Universitas Negeri Malang. Malang: Universitas Negeri Malang.
Williams, M. & Burden, R. L. (1997). Psyhology for Language Teacher: a Social Constructivist Approach. Cambridge University Press: Cambridge.
Wingard, Peter. (1974). Teaching Practice. English Language Teaching Journal. 29(1): 23-36.
Published
2019-11-15
How to Cite
Solikhah, I., & Budiharso, T. (2019). Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta. Indonesian Journal of EFL and Linguistics, 4(2), 247-262. https://doi.org/10.21462/ijefl.v4i2.193
Section
Articles
