EFL teachers’ perceived productive skills for effective teacher professional development program
Indonesian EFL teachers’ English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers’ perception of their productive English skills,...
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| Format: | Article |
| Language: | English |
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Universitas Syiah Kuala
2024-09-01
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| Series: | Studies in English Language and Education |
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| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/37277 |
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| author | Yenni Rozimela Sitti Fatimah Aryuliva Adnan Sintha Tresnadewi |
| author_facet | Yenni Rozimela Sitti Fatimah Aryuliva Adnan Sintha Tresnadewi |
| author_sort | Yenni Rozimela |
| collection | DOAJ |
| description | Indonesian EFL teachers’ English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers’ perception of their productive English skills, speaking and writing. A mixed method was employed by focusing on introspective method. Quantitative data were obtained through a closed-ended questionnaire filled in by 206 secondary school teachers and analysed using SPSS software. Ten randomly selected teachers were interviewed to confirm the quantitative data. The findings show that EFL teachers’ speaking and writing skills are at a moderate level (68.62-71.70) and (67.83-71.18), respectively. Interview results indicate a low intensity of spoken English use in the classroom, which is less than 50%. This occurred for two main reasons: the students’ low ability to understand teachers’ talk/explanation and the teachers’ declining speaking ability. Meanwhile, only 2 of 10 teachers taught writing by following the steps of the writing process. However, at the interview session, the teachers rated themselves for speaking from 6-9 and for writing from 5-9. All teachers agreed that training to improve their English proficiency was highly important; this could be realised through the MGMP program. The results of these data will be used to develop a prototype of the Competency Test for Indonesian English Teachers (CTIET) to develop EFL teachers’ sustainable English proficiency. |
| format | Article |
| id | doaj-art-324e6142718d4be5867c19e4d38670d3 |
| institution | Kabale University |
| issn | 2355-2794 2461-0275 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj-art-324e6142718d4be5867c19e4d38670d32025-01-28T10:47:38ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752024-09-011131493151410.24815/siele.v11i3.3727718952EFL teachers’ perceived productive skills for effective teacher professional development programYenni Rozimela0Sitti Fatimah1Aryuliva Adnan2Sintha Tresnadewi3Universitas Negeri PadangUniversitas Negeri PadangUniversitas Negeri PadangUniversitas Negeri MalangIndonesian EFL teachers’ English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers’ perception of their productive English skills, speaking and writing. A mixed method was employed by focusing on introspective method. Quantitative data were obtained through a closed-ended questionnaire filled in by 206 secondary school teachers and analysed using SPSS software. Ten randomly selected teachers were interviewed to confirm the quantitative data. The findings show that EFL teachers’ speaking and writing skills are at a moderate level (68.62-71.70) and (67.83-71.18), respectively. Interview results indicate a low intensity of spoken English use in the classroom, which is less than 50%. This occurred for two main reasons: the students’ low ability to understand teachers’ talk/explanation and the teachers’ declining speaking ability. Meanwhile, only 2 of 10 teachers taught writing by following the steps of the writing process. However, at the interview session, the teachers rated themselves for speaking from 6-9 and for writing from 5-9. All teachers agreed that training to improve their English proficiency was highly important; this could be realised through the MGMP program. The results of these data will be used to develop a prototype of the Competency Test for Indonesian English Teachers (CTIET) to develop EFL teachers’ sustainable English proficiency.https://jurnal.usk.ac.id/SiELE/article/view/37277indonesian efl teachersperceptionspeaking-writing skillsteacher professional development |
| spellingShingle | Yenni Rozimela Sitti Fatimah Aryuliva Adnan Sintha Tresnadewi EFL teachers’ perceived productive skills for effective teacher professional development program Studies in English Language and Education indonesian efl teachers perception speaking-writing skills teacher professional development |
| title | EFL teachers’ perceived productive skills for effective teacher professional development program |
| title_full | EFL teachers’ perceived productive skills for effective teacher professional development program |
| title_fullStr | EFL teachers’ perceived productive skills for effective teacher professional development program |
| title_full_unstemmed | EFL teachers’ perceived productive skills for effective teacher professional development program |
| title_short | EFL teachers’ perceived productive skills for effective teacher professional development program |
| title_sort | efl teachers perceived productive skills for effective teacher professional development program |
| topic | indonesian efl teachers perception speaking-writing skills teacher professional development |
| url | https://jurnal.usk.ac.id/SiELE/article/view/37277 |
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