Professional Coursework FINDINGS AND DISCUSSION

From the informant s‟ explanation, it can be interpreted that the nature of EFL and the instruction in Indonesia reveal some points. The first, as a foreign language, English needs special treatment to learn for the uniqueness. Besides, vocabulary is considered to be the most difficult problem because the appearance in the passage especially in the final examination is very unpredictable. The third, EFL is useful to communicate in globalization era and as a source to learn new knowledge since lots of books are written in English. The constraint of EFL instruction is the environment which is limited on the classroom activity. The fifth, EFL instruction is not in line with the decided goal that is making human qualified. Government as the policy maker does not provide the mechanism of achieving that goal because it still uses mark in final examination as the indicator.

4.2 Professional Coursework

In this section, the teachers‟ experience and perspective concerning to how they keep professional development under professional coursework are discussed. The discussion includes what encourages the teachers being English teachers, what they do to be successful teachers, and how they describe their teaching and learning condition. What encourages them to be English teachers is seen as an influential factor i n the teachers‟ spirit formulation in carrying out their teaching responsibility. This motivation will then affect on the follow-up efforts to be successful teachers. Meanwhile, teaching and learning condition discusses the teaching activity which is considered as an ideal condition by the teachers. The first point to discuss is teachers‟ intention. The teachers‟ intention is likely derived from the teachers‟ experience during their phases as English learners at school and teacher education. As Richards an d Rodgers 2001 argue that teachers‟ experience and knowledge formulate beliefs, values, and principles, a ll informants view the same idea. They share that teachers‟ self intention supports the success of teaching. I felt comfort being an English teacher. I chose English because at the first I did not know what department I should choose till I tried taking English education and I found my interest in it. Overall I enjoyed teaching English Inu, A1-A4. I became an English teacher because of my own intention. When I was a student, I found a boredom of exact science therefore I decided to enter English education as one of social science fields Lilin, A1-A2. First of all, I was interested in English because of the English songs. I learnt the lyrics and I liked singing an English song. Secondly, my father supported me to love English and it worked. He was an English lecturer and at that time I wanted to continue his mission. Basically, I love English because English is very interesting Anggi, A1-A5. From this view, it can be interpreted that having self awareness about the nature of teaching develops intrinsic motivation that becomes a strong foundation to be a successful teacher. The t eachers‟ efforts to be successful are indicated by number of factors, namely, how they teach effectively and efficiently and how they play roles. The t eachers‟ understanding about their roles is usually implemented in their teaching practices. Harmer 2001: 58-62 quotes a t eacher has roles as “controller, organizer, assessor, prompter, participant, resource, tutor, and observer”. Concerning the teachers ‟ roles, two informants have the same view about teacher‟s roles that a teacher should be able to play as a source of information Lilin A38, Anggi A92. The same view is also proposed by two informants, i.e. teach er‟s role as a learning partner Inu A39, Lilin A38. Talking about teachers‟ role, however, Lilin states more that generally, a teacher plays roles as a facilitator, knowledge contributor, and partner. Teachers‟ role I think can be as a facilitator, knowledge contributor, partner , and the like Lilin, A38. Being a facilitator, a teacher provides a facility of the students‟ learning needs to make the learning activity easier such as providing learning materials and media. In addition, as a knowledge contributor, a teacher plays transferring information to formulate students‟ declarative and procedural knowledge. Meanwhile, as a partner, a teacher positions herself horizontally as the students‟ mates in the learning activity such as a students‟ peer in practicing a dialogue. Being a partner enables the students do not feel reluctant to share about their learning problems to ask if necessary. At the same way, Inu believes that a teacher plays role as an actor, model, and partner. For me, as an actor, model, and then as the most importantly as a friend, a friend under control of course ... Inu, A39. A role as an actor is effectively played when the learning is focused on practicing a role play and a dialogue to play a figure‟s character so that a role as a good model can be at the same time done. Meanwhile, a role as a friend is s imilar with Lilin‟s view on teacher‟s role as a partner. In Observation 2 09.55, he practiced a role as a good model as observed in the following note. Zahra‟s group finished doing rehearsal. He asked Zahra‟s captain to choose other group to perform the rehearsal next. The captain chose Group 3 to perform. The third performance came into Group 6, the fourth performance was for Group 5, and the last was from Group 2. The rehearsal worked smoothly. The teacher checked either group or individual performance to make them ready in the real performance. He gave feedback and input toward their pronunciation, expression, mimic, gesture, and tone. He also gave a model of singing a song performance Observation 2, 09.55. At that moment, the teacher did a rehearsal of performing a song. The rehearsal worked smoothly. The teacher checked either group or individual performance to make them ready in the real performance. He gave feedback and input toward their pronunciation, expression, mimic, gesture, and tone. He also gave a model of singing a song performance. As for Anggi, a successful teacher should play flexible roles depending on the situation. As a source of information, a teacher has to have broader knowledge in any subject matters. It depends on the situations, yeah. Sometimes a teacher must be a source of information , that‟s why the teacher has e… has to have broader knowledge in anything not only in his or her subject matters. At now, all subjects are learned or taught integrated and they have a kind of correlation between one subjects with the other subjects. And the project now, most of e… some schools conduct certain kind of projects which involve more than one subject matter which is called as cross-curricular project.... Anggi, A 92 Practicing a role as a source of information appears in her classroom activity recorded in Observation 1 09.00 when she asked other students to express their mind to make a formulated distinction among notice, caution, and warning as stated in the following field note. She asked the students to distinguish among notice, caution, and warning. A student answered reluctantly and whispered her tablemate to clarify her incomplete answer. She asked other students to express their mind too to make formulated distinction among notice, caution, and warning. She gave some materials about other functional text Observation 1, 09.00. In conclusion, the teachers believe that teachers‟ roles support the theory proposed by Harmer 2001 as “controller, organizer, assessor, prompter, participant, resource, tutor, and observer”. The beliefs vary relying on the condition. In this study, generally teachers‟ roles are classified into two, a vertical and horizontal role. From Lilin‟s response, it can be inferred that Lilin can play roles proportionally in giving a hand toward her students. She believes that a teacher has vertical and horizontal roles in developing students. The vertical role is played when she pays attention that students need her help as a source of information. On the other hand, the horizontal role is played when she also realizes that the students need a partner. Inu share s teachers‟ role as an actor because learning language practice requires lots of roles. For example in learning transactional dialogue students need to practice a dialogue which needs number of actors‟ roles. A teacher should be able to play as a model as well because the teacher becomes a source of information. Besides, a teacher should play a role as a partner in order to get closer with the students and create natural interaction. Completing the perspective, Anggi states that a success in playing their roles leads teachers to be successful teachers. As mentioned before, being flexible encourages the success. It is very conditional indeed that teachers should adjust their roles based on the students‟ need. Teachers‟ roles lead teaching activity run effectively and efficiently. Three informants seem have different views about how to teach effectively and efficiently. Lilin states an effective teacher is a teacher who never gives up and be consistent with the values shehe holds. Meanwhile, an efficient teacher is a teacher who contributes much in her his professional. Effective of course never gives up and consistent the held values. Lilin, A45. Yeah, what principles the teachers have that is efficient. Lilin, A46. Efficient of course form teachers‟ point of view is giving much contribution … Lilin, A47 In addition, she says to be professional, a teacher should be open-minded, open to any information, and knowledge from others moreover nowadays government has certification program. Differently, Inu regards an effective and efficient teacher should be a flexible person in teaching the students rather than a strict person. She he should know when to keep discipline and fun. ... to ease students follow the lesson, we have to create relaxing situation, humour, but if the students cannot keep their respect we have to be discipline and strict. ... Inu, A41. This statement is supported by his belief on an ideal learning condition in which he emphasizes on fun and relaxing situation. The belief is reflected in Inu‟s teaching practice in Observation 2 at 08.40, in Appendix 3. Since it was August 24, 2013, he asked student number 24 to lead the class greeting the teacher. Unfortunately, the student was absent. He asked the captain then. The captain kept silent looked confused. He said, “Setelah liburan lebaran kenapa pada lupa ucapan salam kepada guru? Come on, ayo diingat kembali bagaimana member salam kep ada guru.” He then asked Ian, a male student who had stayed in Australia for about 4, 5 years. Ina could lead his friends greet the teacher and the teacher replied friendlily. He briefly described about some values should the students learn mostly thoroughly in the Curriculum 2013, i.e. to be creative, autonomous, and active Observation 2, 08.45. Since that day was August 24, 2013, he asked student number 24 to lead the class greeting the teacher. Unfortunately, the student was absent. He asked the captain then. The captain kept silent looked confused. He smiled. He was not angry and asked Ian, a male student who had stayed in Australia for about 4.5 years thus Ian is good at English. In Observation 3 at 11.03, Inu showed his similar teaching style. He asked the students to answer some comprehension questions. They had various answers. He reminded them to be careful with the punctuation and spelling. He moved around to monitor the students‟ work friendlily and was open-ended with the students‟ responses. Furthermore, with her annual experience of teaching Indonesian for Australian in Australia and involvement in some teachers‟ forums, Anggi defines a successful teacher with a number of descriptions. First, a successful teacher is a teacher who never regards low and slow learners but struggling learners. Having this perspective, she is always motivated to develop the struggling learners to be successful learners. ...I will concern more to struggling learners. Anggi, A49. ...I will not regard them as low learners, slow learners. Come on, you have to struggle because you belong to struggling students... Anggi, A50. For her fast learners, on the other hand, she positions them to be the teacher‟s assistance for their classmates. Yeah, so they are proud of being my assistance.... Anggi, A52. In Observation 4 09.50 she gave comment and feedback for every group presentation as stated in the following field note. The presentation ended. The teacher gave comment and feedback for every group. She reviewed how every group presented, the goodness and the badness such as the pronunciation, eye contact, and power point design. She asked all groups to repeat the presentation on the following meeting. Most students were regretful since they were not successful in delivering the presentation but the teacher encouraged them not to give up and always improve their English. Observation 4, 09.50 Besides, in her point of view, a teacher should be open-minded in facilitating students to learn outside school time including letting them to text message personally using English and so does the teacher. ...Sometimes I improve their English by texting. They are not allowed to text me in Indonesian. It must be in English. No matter they make mistake because I will correct it.... Anggi, A56. In addition, she gives example one of her habits which can help her vocabulary development that is watching movies. To be successful, she emphasizes speaking skill and gives home assignment, individual project, and in a group project. One of the projects is movie review in which the student criticizes the movie and presents it in front of the class. She also says that an effective and efficient teacher in developing successful learners must not do spoon feeding but let the students confirm what they mastered and not yet mastered autonomously. Yeah, th at‟s it. Not always do spoon feeding. Give the tool to fish instead of the real fish. Let them always confirm.... Anggi, A97. According to the teachers‟ descriptions, it can be interpreted that successful teachers are indicated by a number of views. Fr om Lilin‟s statement, it indicates that the t eacher‟s spirit of keeping her efforts on the track on and on leads an effective teacher development. As we know, the term „effective‟ in this case means giving effect so in her point of view, effect appears when a teacher never gives up and always keeps the value. The word „efficient‟ in nature means doing an action in a short time. However, from Lilin‟s statement it indicates that she does not see „efficient‟ from time point of view but using as large opportunity as possible to complete her responsibility professionally. Having internal and external status also becomes the indicator of s successful teacher. An internal status for her point of view is being open-minded to any information and knowledge whereas an external status is a certificated teacher who keeps the professional development consistently. As for Inu, an effective and efficient teacher is closely related to his roles in the class as a partner. Being a partner means the gap between students and teachers is closer. It reveals fun situation which enables the students to learn more comfortably. Furthermore, Anggi formulates more indicators of successful teachers. Trying to be a successful teacher she assumes that there are no slow learners but struggling learners. Slow in her point of view is stuck without any efforts to get better while „struggling‟ means the students attempt to get better. Seeing the fact that sometimes the fast learners may feel neglected because the teacher is busy with the struggling learners, she implements a breakthrough by involving the fast learners as a learning assistance especially being a leader in a group work. Besides, in line with Lilin‟s view on an efficient teacher, equipping students with as much foundation as possible indicates the effort of a successful teacher. The third point in professional coursework part is how the teachers create learning and teaching condition. Learning is the process by which learners are expected to be able change their behavior, knowledge, skills, and other determined goals Richards and Schmidt: 2002. Looking that definition, it is necessary to conceptualize learning in order to have a strong guidance to conduct an appropriate learning activity which supports to develop successful learners. This section first explores the teachers‟ beliefs about the learning process followed by the learning focus. Two informants have the same view that fun situation is seen as an ideal learning atmosphere Inu A35, Lilin A28. Both informants correlate learning process as the mechanism of how brain achieves the messages from the senses. Both agree that relaxing atmosphere is the most convenient condition to conduct a learning activity. I like creating relaxed situation, making humour with my students but still I keep the learning values... Inu, A35. It should be fun. Also when I ask my students they always say that the learning activity should be fun Lilin, A28. Inu‟s principle is shown in his teaching practice in Observation 2 08.40, Appendix 3. He asked the captain of the class to lead his friends to greet the teacher. However, since the students had just very long holiday, the captain forgot how to do so. The teacher smiled and asked another student to do so. Seeing this condition, the teacher was not angry. He motivated the students to always learn in spite of holiday by describing some values they should implement in relation to Curriculum 2013 policy, i.e. creative, autonomous, and active. Differently, Anggi says that an ideal learning process should have an interaction between the facilitator and the learners equally. ... I think when there is a „tik tok‟, interaction between the facilitator and the learners equally ... Anggi A59. She also views the concept of effective English learning is like learning to speak; listening, imitating, and producing. It is also important to introduce English starting from kindergarten level so that the students can learn English from the very basic age. …the best technique is like learning to speak. Theoretically like that, isn‟t it? So, repeat first, listen, and imitate. So, from imitating we can produce language. But som etimes we don‟t realize it. If do it consciously, structurally, it can be guaranteed that children are able to use English since they are very young. That‟s why, now, in kindergarten level we have English. Anggi A86. Anggi‟s belief is reflected in her teaching practice in Observation 1 Appendix 3. In the observation 08.45, she did not want to dominate the learning interaction. She asked the students to close their books and put them aside then asked some questions about functional texts as stated in the following field note. She reviewed previous materials about functional text. She intentionally called the genre as a functional text instead of a short functional text as not all functional texts are short. She asked the students to close their books and put them aside then asked some questions about functional texts. Some students responded the questions voluntarily but some were pointed. She emphasized not to be afraid of making mistakes as there was no reward for correct answer and no punishment for incorrect answer because it was for checking their understanding about functional text. Observation 1, 08.45 From the previous description, it can be summed up that the teachers‟ beliefs about learning process are distinguished into three. The first perspective sees to meet the learning goal it is necessary to create supporting learning atmosphere. Inu and Lilin emphasize relaxed situation, fun, and humour. Strict, serious, and rigid situation will instead make students afraid and difficult to follow the lesson. The second, integrating materials is included because language is a means of communication in which can be collaborated with other materials like the principle of content based instruction. The third perspective, Anggi assumes an ideal learning condition is created when there is a reciprocal process and no one is more dominating the interaction. To learn English effectively, she proposes three phases learning process; see listen-imitate-practice. To be effective, it is also recommended to learn English from very early level education such as kindergarten. The next discussion is the learning focus. All informants, in general, view that one of the focuses of learning is to get knowledge Inu A34, Lilin A37, Anggi A57. I think all aspects should be covered, at least the students get new knowledge and then develop it ... Inu, A34. Of course to get knowledge based on the standard of graduate and the curriculum Lilin, A37. It should be integrated. Getting knowledge, ... Anggi, A57. Besides that general view, each informant also holds the individual beliefs. Lilin views learning focus for the 9 th graders is to use the strategies in graduate standard to get high mark whereas for 7 th 8 th graders is to get knowledge especially communication ability. For grade nine students, the learning focus is to use the strategies based on the standard of graduate Lilin, A36. As for grade seven and eight, the learning is focused to get knowledge... Lilin, A37. In addition, Inu shares his belief that the focus of learning is to master knowledge and language skills and develop them in practice. ... at least students get knowledge and then develop it because knowledge is dynamic not static so students are expected after learning English they can practice it. Inu, 34. Besides, he emphasizes that practices should have more portions than theories in learning English. It, in general, should be conducted by practicing English as much as possible and creating supported environment. I use more practices. So, in my mind, I want all students get involved in practice, writing, reading, speaking, listening... Inu, A37 Yes, we indeed suggest for successful learning we use more practices and create supported environment . Inu, A43. Inu‟s belief appears in his teaching practice in Observation 2 08.50. He reviewed previous materials and checked students‟ homework. He asked one representative of each group to write down the homework on the board. Some students were reluctant and one of them said, “Kamu aja, aku takut salah e ” pointing their classmate. Seeing this condition, he said, “Gak papa, salah itu belajar ” and counted down 10 to 1. If no representative came at the front, they would get a penalty. One student got a problem; her board marker did not work and said, “Duh Pak, spidolnya macet”. Seeing this condition he reminded the students about their classroom contract that each student has to have a printed dictionary, a grammar book, an exercise book, and a board marker Observation 2, 08.50. Besides, at 09.45, the teacher did a rehearsal for the following singing performance. He assigned this project to facilitate more practices which was more fun as stated in the following field note. Break time ended and the lesson continued but some students were not in condition. He said, “Sit down and be quiet, please. Let‟s continue our lesson”. He reminded about next meeting agenda that is performance on singing an English song in group. It would be recorded so he asked the students to practice a rehearsal before the recorded performance Observation 2, 09.45. Similarly, Anggi holds a perspective that the focus of learning English is to get new knowledge, practice language skills, get mark, learn value, and learn foreign culture in an integrated way. Integrated. Getting knowledge, practicing skills, getting mark, and learning values Anggi, A57. Yes, learning a language means we also learn the culture and the culture itself can be classified into some parts… Anggi A58. To facilitate transferring of knowledge, she in Observation 1 09.00 in Appendix 3 asked the students to distinguish notice, caution, and warning as stated in the following field note. She asked the students to make a distinction among notice, caution, and warning. A student answered reluctantly and whispered her tablemate to clarify her incomplete answer. She asked other students to express their mind too to make formulated distinction among notice, caution, and warning. She gave some materials about other functional text. Observation 1, 09.00 To facilitate language skill practice she in the teaching period in Observation 4 had a presentation activity particularly to develop speaking skill. Her efforts to facilitate learning culture do not appear since the observation was only conducted twice and the materials do not really focus on promoting cultures. The t eachers‟ views about the learning focus remain the same although each in the same way proposes an individual view that is getting knowledge. In the shared beliefs, all agree that learning is intended to get knowledge. Meanwhile, in the individual beliefs, firstly, Lilin classifies her shared belief into two. For the seventh and eighth grade students, the knowledge is used to be able to communicate well using English while for the ninth grade students the knowledge is used to achieve high final examination mark. For Inu, furthermore, learning is a process to meet the goal that language is a means of communication, so it is focused on mastering knowledge and language skill and developing them in practice. He strongly holds a perspective that a practice is very significant in learning a language thus he always gives more portions toward practical sections instead of the theory. Interestingly, Anggi argues that besides getting knowledge and practicing language skills, learning is also intended to learn a foreign culture. It can be summed up that Anggi shares three learning focuses covering pedagogy getting new knowledge, practicing language skills, and non pedagogy learning culture of other countries. An ideal learning and teaching atmosphere is expected to support developing successful English learners. Naiman et al. in Ellis 2008 uses the term „good‟ to show the quality of successful. He proposes five characteristics of good language learners. The first and second is that language learners maintain the focus of language form and communication function. The third is that they will get involved in a task actively. The fourth, learners are aware of the significance of learning process. The last, learners are able to apply strategies flexibly to accomplish particular tasks. In relation to this study, the data reveal various views about the characteristics of successful learners. Two informants have the same view about the indicators of successful learners that is students are able to graduate from junior high school with high final examination mark Inu A25, Lilin A20. This belief is in line with the theory proposed by Ellis 2008 on the last characteristic of a successful learner that a successful learner is able to accomplish particular tasks. For the researcher, final examination consists of number questions to answer, thus she equalizes questions as tasks. For Lilin, this belief is especially held by the ninth grade students whereas for her point of view, generally, a successful English learner is a student who can reach hisher individual learning target which may different among others. Successful when they reach the target they decide. So, it depends on the students. For junior high school usually they want to graduate with high mark of final examination . Lilin, A20. Inu added his belief that EFL instruction is intended to be able to communicate internationally and equip human future development. This belief also reflects the theory written by Ellis 2008 that a successful learner is able to use language for communication. He said that a successful learner is indicated by hisher ability to use English either spoken of written form after the students are taught, as quoted below. ... I think a student who can practice communicating either spoken or written after I teach the materials. Inu, A24. Inu also emphasizes, although not strongly, that to measure a successful English learner, all aspects need to be assessed. It is not only the final examination but also the other aspects including the students‟ behaviour, attitude in affective aspect, and real work practice in psychomotor aspect. .. so, every assignment and work is submitted. I manage it in my folder so that all aspects can be assessed. Inu, A33. More comprehensively, Anggi considers more on the psychological point of view. She says that successful English learners are indicated by their high motivation, interest, and awareness that they need to learn English. … they have motivation, interest, and know they need English. Anggi, A41. To realize the development of successful learners, she always makes a learning contract at the beginning of the academic year. The contract will be regarded as a classical agreement that all students and the teacher agree to cooperate together in succeeding learning goals. Besides, she emphasizes speaking skill as the most important skill to practice to support students to become successful learners. She considers speaking skill is more spontaneous and the most frequently practiced in communication. Her emphasis on speaking skill appears very often in her teaching practices especially in Observation 4 in Appendix 3 in which she taught a class of acceleration program to have a presentation about descriptive text. She gave most of the times for her students to practice speaking. … so, when I first attend the class every year, I don‟t teach. Hmm. I tell them our program for a year. I ask them to cooperate to finish the program together. I also say that speaking is the most important skill in learning activity because it is spontaneous. Other skills can be learned but speaking is spontaneous. Anggi, A43. In conclusions, the three teachers view the indicators of successful learners in different ways. Lilin with her four years teaching experience thinks that a successful learner is those who can reach the individual target, but generally pass the examination successfully as what government requires every year. She believes that her students are successful when they graduate from junior high school with high final examination mark. This view is in line with Inu. However he adds the indicator by putting communicative competence s the learning goal to achieve. In his point of view, both government‟s demand and the nature of language as a means of communication should be mastered by successful learners. Anggi, differently, holds the perspective that a learner is indicated successful by the existence of motivation, interest, and awareness. Concerning the language skill mastery, students are regarded successful when they master speaking skill well. This indicates that she, the same as Inu, considers communicative ability as the indicator of successful learner. The second point related to a learner is how the teachers‟ beliefs about effective and efficient learners. Two informants hold the same perspective that is students who ask critically when they find learning problems or difficulties Inu A27, Anggi A44. I think an effective and efficient student is the one who is active. An active student learns more quickly and if he does not understand he responds quickly asking the learning problem to the teacher Inu, A27. Effective and efficient students are those who often ask critically about the learning difficulties they find... Anggi, A44. Besides, Inu completes his view that is an effective and efficient learner is an active learner who finds out various learning sources independently. In other words, the student has self awareness about the preferred learning sources to facilitate the learning activity. In the same way, Anggi completes her view about an effective and efficient student that is to encourage critical questions from the students, she always permits the students ask anything. Despite sometimes unwell thought questions she gives an example of well thought questions. This technique in her point of view is able to encourage the students learn more effectively. In a different way, Lilin says that effective and efficient learners hold high motivation and awareness as quoted in Those with high motivation, by all means high motivation and open- minded. And awareness too, I think.Lilin, A22. Regarding the views of effective and efficient learners, the three informants reveal two different orientation, meta cognition based and psychology based. Inu and Anggi seem to have a meta cognition principle in defining effective and effective learners. Like the nature of meta cognition, effective and efficient learners, in Inu‟s and Anggi‟s perspective, are able to reflect what the students have known and not known and actively attempt to fill the unknown gap. On the other hand, Lilin uses a psychology based principle to define effective and efficient learners. The students, in her point of view, belong to effective and efficient learners when they have high motivation and awareness and being open minded.

4.3 Contextual Factor