BibTex RIS Kaynak Göster

Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school

Yıl 2016, Cilt: 7 Sayı: 3, 224 - 244, 31.07.2016
https://doi.org/10.17569/tojqi.31703

Öz

The purpose of this mixed methods study was to examine students’ perception towards their certified English teachers in Jambi, Indonesia. The data of this study were collected through questionnaire and focus group discussion. The data collected were senior high students’ perception on the certified English teachers’ personal, pedagogical, social, and professional competences. 95 participants consisting of 78 female and 17 male students were involved in this study. The questionnaire data were analyzed statistically and the focus group discussion data were analyzed qualitatively to support the primary data. The findings of the study indicated that students gave their positive responses through questionnaire to four teachers’ competences consisting of personal, pedagogical, social, and professional competences  while the results of focus group discussion exhibited negative responses to personality of the teachers, and professional competences. This study provides information for policymaker to evaluate the certification policy in Indonesia. Policy recommendations and implications of findings and future research are also discussed.

Keywords: Certified English teachers, teachers’ competence, Indonesian teachers


Öğretmen Sertifika Politikası: Endonezya Jambi’de bir devlet lisesindeki Sertifikalı İngilizce Öğretmenlerine yönelik Öğrenci algıları ile ilgili Bulgular ve Politik Çıkarımlar

Öz

Bu karma yöntem çalışmanın amacı, Endonezya Jambi’deki sertifikalı İngilizce öğretmenlerine yönelik öğrenci algılarını incelemektir. Çalışma verileri, anket ve odak grup tartışmaları yoluyla toplanmıştır. Toplanan veriler, sertifikalı İngilizce öğretmenlerinin kişisel, pedagojik, sosyal ve mesleki yeterliklerine yönelik lise son sınıf öğrencilerinin algılarından oluşmaktadır. Toplam 95 katılımcının 78’i kız 17’si ise erkek öğrencidir. Anket verileri istatistiksel olarak analiz edilmiş ve odak grup tartışma verileri, temel verileri desteklemek üzere nitel olarak analiz edilmiştir. Elde edilen bulgulara göre, öğrenciler, kişisel, pedagojik, sosyal ve mesleki yeterliklerden oluşan dört öğretmenin yeterliklerine yönelik anket yoluyla olumlu yanıtlar vermişlerdir. Odak grup tartışmasından elde edilen sonuçlar ise öğretmenlerin kişiliklerine ve mesleki yeterliklere yönelik olarak öğrencilerin olumsuz yanıtlar verdiklerini ortaya koymuştur. Bu çalışma, Endonezya’daki sertifika politikasını değerlendirmek üzere politika yapıcılar için faydalı bilgiler sağlamıştır. Ayrıca, gelecek çalışmalara yönelik ve elde edilen bulgulara yönelik politik tavsiyeler ve çıkarımlar da ele alınmıştır.

Anahtar Kelimeler: Sertifikalı İngilizce öğretmenleri, öğretmen yeterlikleri, Endonezyalı öğretmenler

Kaynakça

  • Aprilliyanti, E. (2013). Hubungan kompetensi kepribadian guru pkn dengan sikap demokratis peserta didik di smk negeri 1 banjarmasin. Retrieved from http://ejournal.unlam.ac.id/index.php/pkn/article/download/321/279
  • Hanrahan, M. (1998). The effect of learning environment factors on students' motivation and learning. International Journal of Science Education, 20 (6), 738.
  • Haryanto, E. & Mukminin, A. (2012). The Global, the National and the Local goals: English Language Policy Implementation in an Indonesian International Standard School. Excellence in Higher Education Journal, 3 (2), 69-78.
  • Jaedun, A. (2009). Evaluasi kinerja profesional guru. Retrieved from http://staff.uny.ac.id/sites/default/files/pengabdian/drs-amat-jaedun-mpd/evaluasi-kinerja-profesional.pdf
  • Jennings, P. A., & Greenberg, M. T. (2009). The prososial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.
  • Lansdown, G. (2011). Every child's right to be heard. retrieved from unicef: A resource guide on the un committee on the rights of the child general comment no.12. UK: Save the Children.
  • Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive behaviour support: effects on student discipline problems and academic performance. Educational Psychology, 25, 183-198.
  • Ministry of National Education (MONE). (2003). Act of the Repub-lic of Indonesia, 20, 2003 on National Education System [Un-dang-Undang Pendidikan Nasional Indonesia No. 20 Tahun 2003]. Jakarta: MONE.
  • Ministry of National Education (MONE). (2005). Law for teacher and lecturer no. 14/2005. Jakarta: Ministry of National Education.
  • Ministry of National Education (2005). Regulation No.19/2005. Jakarta: Ministry of National Education
  • Mubarok, A. (2013). Studi komparasi kompetensi pedagogik dan profesional guru bersertifikasi dengan guru non sertifikasi pendidik mata pelajaran sains pada madrasah ibtidaiyah negeri di kota metro-lampung (Masters thesis, UIN Sunan Kalijaga, Yogyakarta). Retrieved from http://digilib.uin-suka.ac.id/7426/2/BAB%20I,%20VI,%20DAFTAR%20PUSTAKA.pdf
  • Rahman, M. H. (2013). Pedagogical competence junior high school science teacher. Proceedings of the 2nd International Seminar on Quality and Affordable Education (ISQAE 2013) (pp. 383-388). Malaysia. Retrived from http://educ.utm.my/wp-content/uploads/2013/11/51.pdf
  • Read, N., and Lampron, S. (2012). Supporting student achievement through sound behavior management practices in schools and juvenile justice facilities: A spotlight on positive behavioral interventions and supports (PBIS). Washington, DC: The National Evaluation and Technical Assistance Center.
  • De Ree, J., Al-Samarrai, S., Iskandar, S., & World Bank, (2012). Teacher certification in indonesia: A doubling of pay, or a way to improve learning? Jakarta: World Bank Human Develoment Sector.
  • Sampoerna Foundation Teacher Institute. (2009). The effectiveness of teacher training in indonesia. Retrieved from http://www.die-bonn.de/asem/Teacher_Training%20in%20Indonesia.pdf
  • Stuart, I. (2004). Impact of immediate feedback on student performance: Explanatory study in singapore. Global Perspective on Accounting Education, 1, 1-15.
  • Triyatno. (2012). Improving teacher professionalism through certification program: An indonesia case study. World Academy of Science, Engineering and Technology, 6, 7-27.
  • Vasudevan, H. (2013). Influence of teachers' creativity, attitude and commitment on students' proficiency of the english language. Journal of Research and Method in Education, 1 (2), 12-13.
  • World Bank. (2011). Transforming indonesia's teaching force, volume 1: Executive summary. New York: World Data Bank.
  • Yandell, D. (1999). Effects of integration and classroom experiments on student learning and satisfaction. Proceedings of the Economics and the Classroom Conference (pp. 4-11). Idaho State University and Prentice-Hall Publishing. Retrived from http://home.sandiego.edu/~yandell/idaho.pdf
  • Youssef, A. B., and Dahmani, M. (2008). The impact of ict on students performance in higher education: direct effects, indirect effects and organisational change. Revista de Universidad Sociedad del Conocimiento, Fundacio Universitat Oberta de 5, 45-56. Retrived from https://halshs.archives-ouvertes.fr/file/index/docid/936560/filename/benyoussef_dahmani.pdf

Öğretmen Sertifika Politikası: Endonezya Jambi’de bir devlet lisesindeki Sertifikalı İngilizce Öğretmenlerine yönelik Öğrenci algıları ile ilgili Bulgular ve Politik Çıkarımlar

Yıl 2016, Cilt: 7 Sayı: 3, 224 - 244, 31.07.2016
https://doi.org/10.17569/tojqi.31703

Öz

Bu karma yöntem çalışmanın amacı, Endonezya Jambi’deki sertifikalı İngilizce öğretmenlerine yönelik öğrenci algılarını incelemektir. Çalışma verileri, anket ve odak grup tartışmaları yoluyla toplanmıştır. Toplanan veriler, sertifikalı İngilizce öğretmenlerinin kişisel, pedagojik, sosyal ve mesleki yeterliklerine yönelik lise son sınıf öğrencilerinin algılarından oluşmaktadır. Toplam 95 katılımcının 78’i kız 17’si ise erkek öğrencidir. Anket verileri istatistiksel olarak analiz edilmiş ve odak grup tartışma verileri, temel verileri desteklemek üzere nitel olarak analiz edilmiştir. Elde edilen bulgulara göre, öğrenciler, kişisel, pedagojik, sosyal ve mesleki yeterliklerden oluşan dört öğretmenin yeterliklerine yönelik anket yoluyla olumlu yanıtlar vermişlerdir. Odak grup tartışmasından elde edilen sonuçlar ise öğretmenlerin kişiliklerine ve mesleki yeterliklere yönelik olarak öğrencilerin olumsuz yanıtlar verdiklerini ortaya koymuştur. Bu çalışma, Endonezya’daki sertifika politikasını değerlendirmek üzere politika yapıcılar için faydalı bilgiler sağlamıştır. Ayrıca, gelecek çalışmalara yönelik ve elde edilen bulgulara yönelik politik tavsiyeler ve çıkarımlar da ele alınmıştır.

Anahtar Kelimeler: Sertifikalı İngilizce öğretmenleri, öğretmen yeterlikleri, Endonezyalı öğretmenler


Teacher certification policy in Indonesia:  Evidence from certified English teachers at one public high school

Abstract

The purpose of this mixed methods study was to examine students’ perception towards their certified English teachers in Jambi, Indonesia. The data of this study were collected through questionnaire and focus group discussion. The data collected were senior high students’ perception on the certified English teachers’ personal, pedagogical, social, and professional competences. 95 participants consisting of 78 female and 17 male students were involved in this study. The questionnaire data were analyzed statistically and the focus group discussion data were analyzed qualitatively to support the primary data. The findings of the study indicated that students gave their positive responses through questionnaire to four teachers’ competences consisting of personal, pedagogical, social, and professional competences  while the results of focus group discussion exhibited negative responses to personality of the teachers, and professional competences. This study provides information for policymaker to evaluate the certification policy in Indonesia. Policy recommendations and implications of findings and future research are also discussed.

Keywords: Certified English teachers, teachers’ competence, Indonesian teachers

Kaynakça

  • Aprilliyanti, E. (2013). Hubungan kompetensi kepribadian guru pkn dengan sikap demokratis peserta didik di smk negeri 1 banjarmasin. Retrieved from http://ejournal.unlam.ac.id/index.php/pkn/article/download/321/279
  • Hanrahan, M. (1998). The effect of learning environment factors on students' motivation and learning. International Journal of Science Education, 20 (6), 738.
  • Haryanto, E. & Mukminin, A. (2012). The Global, the National and the Local goals: English Language Policy Implementation in an Indonesian International Standard School. Excellence in Higher Education Journal, 3 (2), 69-78.
  • Jaedun, A. (2009). Evaluasi kinerja profesional guru. Retrieved from http://staff.uny.ac.id/sites/default/files/pengabdian/drs-amat-jaedun-mpd/evaluasi-kinerja-profesional.pdf
  • Jennings, P. A., & Greenberg, M. T. (2009). The prososial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.
  • Lansdown, G. (2011). Every child's right to be heard. retrieved from unicef: A resource guide on the un committee on the rights of the child general comment no.12. UK: Save the Children.
  • Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive behaviour support: effects on student discipline problems and academic performance. Educational Psychology, 25, 183-198.
  • Ministry of National Education (MONE). (2003). Act of the Repub-lic of Indonesia, 20, 2003 on National Education System [Un-dang-Undang Pendidikan Nasional Indonesia No. 20 Tahun 2003]. Jakarta: MONE.
  • Ministry of National Education (MONE). (2005). Law for teacher and lecturer no. 14/2005. Jakarta: Ministry of National Education.
  • Ministry of National Education (2005). Regulation No.19/2005. Jakarta: Ministry of National Education
  • Mubarok, A. (2013). Studi komparasi kompetensi pedagogik dan profesional guru bersertifikasi dengan guru non sertifikasi pendidik mata pelajaran sains pada madrasah ibtidaiyah negeri di kota metro-lampung (Masters thesis, UIN Sunan Kalijaga, Yogyakarta). Retrieved from http://digilib.uin-suka.ac.id/7426/2/BAB%20I,%20VI,%20DAFTAR%20PUSTAKA.pdf
  • Rahman, M. H. (2013). Pedagogical competence junior high school science teacher. Proceedings of the 2nd International Seminar on Quality and Affordable Education (ISQAE 2013) (pp. 383-388). Malaysia. Retrived from http://educ.utm.my/wp-content/uploads/2013/11/51.pdf
  • Read, N., and Lampron, S. (2012). Supporting student achievement through sound behavior management practices in schools and juvenile justice facilities: A spotlight on positive behavioral interventions and supports (PBIS). Washington, DC: The National Evaluation and Technical Assistance Center.
  • De Ree, J., Al-Samarrai, S., Iskandar, S., & World Bank, (2012). Teacher certification in indonesia: A doubling of pay, or a way to improve learning? Jakarta: World Bank Human Develoment Sector.
  • Sampoerna Foundation Teacher Institute. (2009). The effectiveness of teacher training in indonesia. Retrieved from http://www.die-bonn.de/asem/Teacher_Training%20in%20Indonesia.pdf
  • Stuart, I. (2004). Impact of immediate feedback on student performance: Explanatory study in singapore. Global Perspective on Accounting Education, 1, 1-15.
  • Triyatno. (2012). Improving teacher professionalism through certification program: An indonesia case study. World Academy of Science, Engineering and Technology, 6, 7-27.
  • Vasudevan, H. (2013). Influence of teachers' creativity, attitude and commitment on students' proficiency of the english language. Journal of Research and Method in Education, 1 (2), 12-13.
  • World Bank. (2011). Transforming indonesia's teaching force, volume 1: Executive summary. New York: World Data Bank.
  • Yandell, D. (1999). Effects of integration and classroom experiments on student learning and satisfaction. Proceedings of the Economics and the Classroom Conference (pp. 4-11). Idaho State University and Prentice-Hall Publishing. Retrived from http://home.sandiego.edu/~yandell/idaho.pdf
  • Youssef, A. B., and Dahmani, M. (2008). The impact of ict on students performance in higher education: direct effects, indirect effects and organisational change. Revista de Universidad Sociedad del Conocimiento, Fundacio Universitat Oberta de 5, 45-56. Retrived from https://halshs.archives-ouvertes.fr/file/index/docid/936560/filename/benyoussef_dahmani.pdf
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Amirul Mukminin

Eddy Haryanto Bu kişi benim

Rahmat Murboyono Bu kişi benim

Muazza Muazza Bu kişi benim

Meitia Ekatina Bu kişi benim

Yayımlanma Tarihi 31 Temmuz 2016
Gönderilme Tarihi 9 Eylül 2015
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 3

Kaynak Göster

APA Mukminin, A., Haryanto, E., Murboyono, R., Muazza, M., vd. (2016). Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school. Turkish Online Journal of Qualitative Inquiry, 7(3), 224-244. https://doi.org/10.17569/tojqi.31703
AMA Mukminin A, Haryanto E, Murboyono R, Muazza M, Ekatina M. Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school. TOJQI. Temmuz 2016;7(3):224-244. doi:10.17569/tojqi.31703
Chicago Mukminin, Amirul, Eddy Haryanto, Rahmat Murboyono, Muazza Muazza, ve Meitia Ekatina. “Teacher Certification Policy in Indonesia: Evidence from Certified English Teachers at One Public High School”. Turkish Online Journal of Qualitative Inquiry 7, sy. 3 (Temmuz 2016): 224-44. https://doi.org/10.17569/tojqi.31703.
EndNote Mukminin A, Haryanto E, Murboyono R, Muazza M, Ekatina M (01 Temmuz 2016) Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school. Turkish Online Journal of Qualitative Inquiry 7 3 224–244.
IEEE A. Mukminin, E. Haryanto, R. Murboyono, M. Muazza, ve M. Ekatina, “Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school”, TOJQI, c. 7, sy. 3, ss. 224–244, 2016, doi: 10.17569/tojqi.31703.
ISNAD Mukminin, Amirul vd. “Teacher Certification Policy in Indonesia: Evidence from Certified English Teachers at One Public High School”. Turkish Online Journal of Qualitative Inquiry 7/3 (Temmuz 2016), 224-244. https://doi.org/10.17569/tojqi.31703.
JAMA Mukminin A, Haryanto E, Murboyono R, Muazza M, Ekatina M. Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school. TOJQI. 2016;7:224–244.
MLA Mukminin, Amirul vd. “Teacher Certification Policy in Indonesia: Evidence from Certified English Teachers at One Public High School”. Turkish Online Journal of Qualitative Inquiry, c. 7, sy. 3, 2016, ss. 224-4, doi:10.17569/tojqi.31703.
Vancouver Mukminin A, Haryanto E, Murboyono R, Muazza M, Ekatina M. Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school. TOJQI. 2016;7(3):224-4.