ENGLISH TEACHER PROFESSIONAL DEVELOPMENT:A Case Study of Three Junior High School English Teachers in Pidie Regency, NAD.
TABLE OF CONTENTS
Page
DECLARATION... i
ABSTRACT ... ii
PREFACE ... iii
ACKNOWLEDGEMENTS ... iv
TABLE OF CONTENTS ... v
LISTS OF APPENDICES ... viii
LISTS OF TABLES ... ix
CHAPTER ONE: INTRODUCTION 1.1 Background of the Study ... 1
1.2 Research Question ... 3
1.3 Purpose of the Study ... 4
1.4 Scope of the Study ... 4
1.5 Significance of the Study ... 4
1.6 Research Methodology ... 5
1.7 Thesis Organization ... 6
CHAPTER TWO: REVIEW OF THE LITERATURE 2.1 Description on Professional Development... 7
2.2 The Portrait of Professional Development in Indonesia ... 8
2.3 The profile of a Professional English Teacher ... 9
2.4 Self-Reflection in Professional Development ... 12
2.5 Some Possible ways of English Teacher Professional Development ... 13
2.4.1 Classroom Action Research ... 14
2.4.2 Professional Literature ... 15
2.4.3 Developing with Colleagues ... 15
2.4.3.1 Cooperative/Collaborative Development... 15
2.4.3.2 Peer Teaching/Peer Observation ... 16
2.4.3.3 Teachers’ Group... 16
2.4.3.4 Teachers’ Association ... 17
2.4.3.5 Virtual Community ... 17
2 .4.4 A Broader View of Teachers Development ... 18
2.6 Some Factors influencing Teacher Professional Development ... 18
2.7 Related Research Report ... 20
2.8. Synthesis ... 21
CHAPTER THREE: RESEARCH METODOLOGY 3.1 Research Design... 23
3.2 Data Collection ... 23
3.2.1 Participants and Setting of the Study ... 24
3.2.2 Instrument ... 24
3.2.2.1 Questionnaire ... 24
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3.2.2.3 Document Analysis ... 26
3.2.2.4 Classroom Observations ... 26
3.2.3 Validity ... 27
3.3 Data Analysis ... 27
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSIONS 4.1 The Activities to Develop Teacher Professionalism ... 29
4.1.1 Self-Reflection ... 30
4.1.1.1 Data from Questionnaire ... 30
4.1.1.2 Data from Interview ... 31
4.1.1.3 Synthesis and Interpretation ... 33
4.1.2 Classroom Action Research ... 35
4.1.2.1 Data from Questionnaire ... 36
4.1.2.2 Data from Interview ... 36
4.1.2.3 Synthesis and Interpretation ... 37
4.1.3 Cooperative Development ... 38
4.1.3.1 Data from Questionnaire ... 38
4.1.3.2 Data from Interview ... 39
4.1.3.3 Synthesis and Interpretation ... 40
4.1.4 Peer Teaching/Peer Observation ... 41
4.1.4.1 Data from Questionnaire ... 41
4.1.4.2 Data from Interview ... 42
4.1.4.3 Synthesis and Interpretation ... 43
4.1.5 Teachers’ Group and Teachers’ Association ... 44
4.1.5.1 Data from Questionnaire ... 45
4.1.5.2 Data from Interview ... 45
4.1.5.3 Data from Document Analysis ... 47
4.1.5.4 Synthesis and Interpretation ... 47
4.1.6 Seminars, Workshops, and Trainings ... 50
4.1.6.1 Data from Questionnaire ... 50
4.1.6.2 Data from Interview ... 50
4.1.6.3 Data from Document Analysis ... 52
4.1.6.3 Synthesis and Interpretation ... 52
4.1.7 Virtual Community via Internet ... 54
4.1.7.1 Data from Questionnaire ... 54
4.1.7.2 Data from Interview ... 54
4.1.7.3 Synthesis and Interpretation ... 55
4.1.8 Reading Professional Literature ... 56
4.1.8.1 Data from Questionnaire ... 56
4.1.8.2 Data from Interview ... 56
4.1.8.3 Synthesis and Interpretation ... 57
4.1.9 Teacher Professional Development (TPD) Broader Activities ... 58
4.1.9.1 Data from Questionnaire ... 58
4.1.9.2 Data from Interview ... 59
4.1.9.3 Synthesis and Interpretation ... 60
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4.2.1 The Characteristics Developed through Self-Reflection ... 62
4.2.1.1 Data from Questionnaire ... 63
4.2.1.2 Data from Interview ... 63
4.2.1.3 Synthesis and Interpretation ... 65
4.2.2 The Characteristics Developed through Classroom Action Research 66 4.2.2.1 Data from Questionnaire ... 66
4.2.2.2 Data from Interview ... 66
4.2.2.3 Synthesis and Interpretation ... 67
4.2.3 The Characteristics Developed through Cooperative Development .. 68
4.2.3.1 Data from Questionnaire ... 68
4.2.3.2 Data from Interview ... 69
4.2.3.3 Synthesis and Interpretation ... 70
4.2.4 The Characteristics Developed through Peer Teaching/ Peer Observation ... 71
4.2.4.1 Data from Questionnaire ... 71
4.2.4.2 Data from Interview ... 71
4.2.4.3 Synthesis and Interpretation ... 72
4.2.5 The Characteristics Developed fro through Teachers’ Group and Teachers’ Association ... 74
4.2.5.1 Data from Questionnaire ... 74
4.2.5.2 Data from Interview ... 74
4.2.5.3 Synthesis and Interpretation ... 75
4.2.6 The Characteristics Developed fro through Seminars, Workshops, and Trainings ... 76
4.2.6.1 Data from Questionnaire ... 77
4.2.6.2 Data from Interview ... 77
4.2.6.3 Synthesis and Interpretation ... 78
4.2.7 The Characteristics Developed through Reading Professional Literature ... 80
4.2.7.1 Data from Questionnaire ... 81
4.2.7.2 Data from Interview ... 81
4.2.7.3 Synthesis and Interpretation ... 81
4.2.8 The Characteristics Developed through TPD Broader Activities ... 82
4.2.8.1 Data from Questionnaire ... 83
4.2.8.2 Data from Interview ... 83
4.2.8.3 Synthesis and Interpretation ... 84
4.3 The Implementation of the Characteristics into the Teaching Performance ... 88
4.3.1 The Implementation of Technical Knowledge ... 88
4.3.2 The Implementation of Pedagogical skills ... 93
4.3.3 The Implementation of Interpersonal Skills ... 99
4.3.4 The Implementation of Personal Qualities ... 101
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions ... 103
5.2 Recommendations for Further Study ... 107
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LISTS OF APPENDICES
APPENDIX 1: The Questionnaires ... .... APPENDIX 2: The Guiding Questions for Interview ... .... APPENDIX 3: The Interview Transcription... .... APPENDIX 4: The Document Analysis ... .... APPENDIX 5: The Class Observation Transcription ... ....
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LIST OF TABLES
Table 2.1 Characteristics of Good Language Teachers ... 10 Table 2.2 Questions of Self-Reflection ... 13 Table 4.1 T1 and T2’s Questions of Self-Reflection ... 30 Table 4.2 Names of Seminars, Workshops, and Trainings Attended by T1 .... 51 Table 4.3 Names of Seminars, Workshops, and Trainings Attended by T2 .... 51 Table 4.4 Names of Seminars, Workshops, and Trainings Attended by T3 .... 51 Table 4.5 Participants’ Broader TPD Activities (Questionnaire Data) ... 59 Table 4.6 Participants’ Broader TPD Activities (Interview Data) ... 59 Table 4.7 Characteristics of Good Language Teachers (Reproduced
from Chapter 2) ... 62 Table 4.8 Summary of Characteristics Developed from each TPD Activity ... 86 Table 4.9 Pedagogical skills of Good Language Teacher Characteristics ... 94
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CHAPTER I INTRODUCTION
This chapter presents the introduction to the study. It covers background of the study, research question, purpose of the study, scope of the study, significance of the study, research methodology, and thesis organization.
1.1 Background of the Study
The publication of Government Regulation number 19, 2005 about the national standard of education has prioritized teachers’ quality in educational field. In fact, according to Suherdi (2007: 2), students’ failure in the national examination (Tribun Jabar, 17 Juni 2007 in Suherdi, 2007: 2) is able to be avoided as long as the teaching and learning process is conducted optimally. Suherdi’s statement conforms to that of Rivkin et al. (2000, in Hammond, 2006: 19), i.e. that students who were assigned to effective teachers had significantly greater gains in achievement than those assigned to several ineffective teachers.
However, we cannot deny that there are many teachers who seem reluctant to develop their teaching quality. They claim they do not have enough time since they need to earn more income to support their family livelihood (see Suherdi, 2007: 6). This implies that their incomes are unsatisfactory. However, there are things other than income that needs to be taken care of. What expected is the awareness from the teachers themselves to develop their professionalism in order to prepare a better generation.
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In addition, the program of teacher certification as the result of the publication of Republic Indonesia law number 14, 2005 requires teachers to make serious effort to develop their professionalism in order to be certified and professional teachers (see Supriyanti, 2007).
Actually, teachers have many possible ways to develop their professionalism. They can do it either formally or informally. The formal professional development is one which is planned in the teacher trainings or education. The informal professional development is the activity that the teachers do in their daily practice such as reading books or journal, meeting with colleagues, joining in the teachers’ group activities, and even conducting a classroom action research (see Agustina, 2007).
The previous studies on teacher professional development (TPD) were carried out for different purposes but mostly focused on TPD program design and effectiveness. In her research on teacher inquiry group, Johar (2002) found that the group has empowered teachers for their professional development. Besides, Atey (2006) conducted a case study concerning professional development through collaborative research and found that participating in collaborative action research gave the teachers a framework for systematically observing, evaluating, and reflecting on their L2 teaching practices.
In Indonesia, Widodo (2004: 253) made a survey to identify the needs of individual English teachers and the preferred programs for professional development. He found that the programs mostly needed by respondents were teacher training, teacher association, teacher materials, continuing education, and
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interschool visit, but teacher training was the most needed program among others. Another research was carried out by Ghozali (2007) who investigated teacher development through teacher community learning and found that the teachers made significant progress from the program.
The previous research on TPD indicated the necessity to investigate the teachers’ effort in the present time to develop their professionalism. Dede et al. (2006) make recommendations for areas of TPD research in term of the impact of professional development programs on teacher teaching quality change, particularly improvement through transformation practice. This kind of research covers the advantages that teachers gain through TPD activities and the extent to which they apply those advantages into the teaching performance.
This study focuses on investigating the teacher professional development issue including the activities conducted by teachers in developing their professionalism, the characteristics of good language teachers developed through each activity and the implementation of those characteristics into the teaching performance.
1.2 Research Question
The following questions are developed in order to guide the inquiry process of the present study:
a. What activities do the teachers carry out in order to develop their professionalism?
b. What characteristics of good language teachers are developed through each activity conducted?
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c. How do the teachers implement these characteristics into the teaching performance?
1.3 Purpose of the Study
The purposes of this study are formulated based on the problems investigated. This study aims to:
a. explore the activities carried out by teachers in developing their professionalism.
b. find the characteristics of good language teachers developed through each TPD activity conducted.
c. investigate the implementation of the characteristics into the teaching performance.
1.4 Scope of the Study
This study attempts to investigate professional development of three English teachers of Junior High School in Pidie Regency, Nanggroe Aceh Darussalam. This study specifically presents and describes teachers’ activities in developing their professionalism, the characteristics of a good language teachers developed through each TPD activity conducted and the implementation of the characteristics in the teaching performance.
1.5 Significance of the Study
This study is expected to give contribution to the teacher professional development (TPD) issue theoretically and practically. Theoretically, this study is expected to enrich the studies of TPD. Practically, it may inform teachers in terms
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of possible activities they can carry out to develop their professionalism and advantages they can gain through each activity. Moreover, learning from others’ experiences will motivate teachers to take lesson from them. As a result, they can make efforts to conduct those activities for themselves.
1.6 Research Methodology
The present study is qualitative in nature. It is appropriate for understanding process by which events and actions take place (see Maxwell, 1996).
In selecting the participants, purposive sampling is used, in which one selects a sample from which he/she can learn the most (Merriam, 1988: 48). The selected participants are three Junior High School English teachers in Pidie Regency, Nanggroe Aceh Darussalam who were active in attending in-service trainings and conducting other TPD activities.
The data were collected through questionnaire, interview, documents study, and observation. The first research question, i.e. the teachers’ activities in developing their professionalism is answered through data from questionnaire, interview, and document analysis. The second research question, i.e. the characteristics of good language teachers developed through each TPD activity is answered using data from questionnaire and interview. Finally, the third research question, i.e. the implementation of the characteristics in the teaching performance is answered using data from observation.
Data were analyzed in several steps. First, the findings from questionnaire and interview were categorized and analyzed to answer the first and the second
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research questions. Second, the findings from document analysis were analyzed to answer the first research question. Third, the findings from classroom observation were transcribed and analyzed to answer research the third research question.
1.7 Thesis Organization
This thesis is organized into five chapters. The first chapter is introduction which highlights the basic concerns of the study. The second chapter deals with theoretical framework on which to base the present study. The third chapter discusses research methodology including research question, research design, data collection, and data analysis. The fourth chapter elaborates research findings and discussion. The fifth or the last chapter presents the conclusions of the study and offers some recommendations.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter describes some important elements related to research methodology. The elements are: (1) research design, (2) data collection, and (3) data analysis.
3.1 Research Design
The present study employs a qualitative case study approach in order to document detailed information of how people interact in particular situation (see (Silverman, 2000: 6). The purposes of a case study are to arrive at a comprehensive understanding of the groups under study and to develop general theoretical statements about regularities in social structures and processes (see Becker, 1968, cited in Merriam, 1988: 11). In line with this, Stake (1988, in Nunan, 1992: 75) states the difference between a case study and other research studies is that it focuses on one single case, not the whole population of cases. Moreover, in most other studies, Stake further states that researchers search for an understanding that ignores the uniqueness of individual cases and generalizes beyond particular instances, while in the case study, the search is for an understanding of a particular case.
3.2 Data Collection
Data collection covers some aspects including participants and setting of the study, instruments, and validity. All of the aspects are overviewed as follows.
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3.2.1 Participants and the Setting
This study employs purposive sampling which is defined as selecting a sample from which one can learn the most to discover, understand, and gain in sight (Merriam, 1988: 48). One of the aims of selecting the sample purposively, according to Maxwell (1996, cited in Alwasilah, 2007: 147) is to get the uniqueness or representativeness of background, individual or activities.
There were three participants selected. All of them are English teachers at Junior High School in Pidie Regency, Nanggroe Aceh Darussalam who graduated from S1 program. The relevance of the choice of the subjects to the purpose of the present study is that the teachers were certified teachers who actively participated in some professional development activities such as teachers’ training and other teachers’ in-service programs. Thus, since this study is concerned with teacher professional development, it needs the subjects with those characteristics.
3.2.2 Instrument
This study used four types of instruments, i.e. questionnaire, teachers’ interview, observation, and document analysis. It is overviewed as follows.
3.2.2.1 Questionnaire
There are two kinds of questionnaires in this research, i.e. open-ended questions which allow the respondents to give a totally free answer and closed questions in which the answer are provided to the respondents and they are expected to choose the answer (see Labaw, 1937: 131).
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The open ended questions were employed to explore the first research question concerning the activities conducted by the participants in TPD and the second research question concerning the characteristics of good language teachers developed from each TPD activity. The questions were constructed based on Richard and Lockhart’s (1994) theories of self-reflection and Harmer’s (2001) view about some possible ways of TPD programs for English teachers. They consist of ten items, i.e. (1) self-reflection, (2) classroom action research, (3) cooperative development, (4) peer teaching/peer observation, (5) teachers’ group (6) teachers’ association, (7) seminars, workshops, and trainings, (8) virtual community, (9) reading professional literature, and (10) broader TPD activities. The closed questions were employed to explore research question number two concerning the characteristics developed through each activity conducted. They were constructed based on the list of characteristics of good language teachers consisting four skill areas proposed by Brown (2001). They consist of ten items including the characteristics developed through each of the ten activities conducted. The questionnaire itself can be observed in Appendix 1.
3.2.2.2 Interview
Interview is another technique used in this study. The purpose of interviewing people is to find out what is on their mind, what they think and how they feel about something (see Fraenkel and Wallen, 1993: 385).
The interview of this study was employed to gather data for the first research question, i.e. the activities conducted by the participants in TPD and the second research question, i.e. characteristics of good language teachers developed
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during the TPD activities. The interview which was conducted twice was tape-recorded. It was then transcribed to enhance the data. The interview guide can be observed in Appendix 2, while the interview transcriptions can be observed in Appendix 3.
3.2.2.3 Document Analysis
Document analysis is also employed in the present study. Merriam (1988:1) says that the researchers can use documentary materials as data. It aims to strengthen the data gained from other techniques.
The data from document analysis were used to answer the first research question, i.e. the activities the teachers carried out in order to develop their professionalism. The present study examines document concerning seminars, workshops, or trainings and MGMP activities. The document analysis can be observed in Appendix 4.
3.2.2.4 Classroom Observation
Certain kind of research questions can be best answered by observing how people act or how things look (see Fraenkel and Wallen, 1993: 384). In this study, class observation was conducted to answer the third research question, i.e. the implementation of good language teachers’ characteristics in the participants’ teaching performance. It was based on the Brown’s (2001: 430) list of good language teachers’ characteristics. The researcher who worked as the observer used audio visual recording in order to record the teaching activity. The observation was conducted four times for each participant. Then the recordings
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were transcribed to enhance the data for implementation of the characteristics in the teaching performance. However, since the accurate data gained were only from two observations, there were only two transcriptions made. The classroom observation transcription can be observed in Appendix 5.
3.2.3 Validity
Validity is another word for truth (see Silverman, 2005: 210). The validity of this research was made by using the triangulation referring to the use of a variety of instruments to collect data (see Fraenkel and Wallen, 1993: 400). Thus, the combination of different ways of data collection in this research including questionnaire, interview, observation, and document analysis should ensure validity and reliability of the data.
3.3 Data Analysis
The data for this research will be mostly analyzed qualitatively. Analyzing data in a qualitative study involves synthesizing the information the researcher obtains from various sources such as observations, interviews and document analysis into coherent description of what he or she has observed or discovered (see Fraenkel & Wallen, 1993: 383).
The process of data analysis is presented through the following steps. First, the findings from questionnaire and interview were categorized based on the research questions in order to help data analysis process. They were analyzed to answer the first research question, i.e. the activities the teachers carried out in order to develop their professionalism and the second research question, i.e. the
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characteristics of good language teachers developed from each TPD activity conducted. Second, the findings from document analysis were analyzed to answer the first research question, i.e. the activities the teachers carried out in order to develop their professionalism. Third, the findings from classroom observation were transcribed and analyzed to answer the first research question, i.e. the implementation of the characteristics in the teaching performance.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions or the major findings of the study and recommendations for further study. The presentation covers two sub parts. The first part is conclusions and the second part is the recommendations for further study.
5.1 Conclusions
This study investigated English teacher professional development (TPD). There were three research problems investigated toward this issue. The first research problem is “what activities do the teachers carry out in order to develop their professionalism?” It was found that the teachers conducted or participated in various activities. They are self-reflection (Richard & Lockhart, 1994), classroom action research (CAR), cooperative development, peer teaching/peer observation, teachers’ group and teachers’ association, seminars, workshops, and trainings, professional literature, and some broader view of TPD activities (Harmer, 2001). The only activity the teachers did not participate was being involved in virtual community because of lack of time. In addition, CAR was also was still rarely conducted by the teachers. There was only one participant conducted CAR and it was not even completed. Moreover, self-reflection, teachers’ association (MGMP), and teachers’ trainings were believed as the most useful programs. Another finding concerning this was that the participant believed that the activities
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they conducted in teachers’ trainings and MGMP really supported them to be certified teachers.
The fact that the teachers have conducted various TPD activities indicates that they have awareness to develop their professionalism. However, there were two activities which were not conducted or rarely conducted, i.e. virtual community and classroom action research. This was caused by some factors, i.e. lack of time and the system of work environment such as lack of school facility. This phenomenon indicates that teacher professional development is influenced by many factors. The factors are both personally and environmentally. To handle the personal factor teachers should have personal commitment to devote time for professional development. Meanwhile, environmental factor requires government support in term of providing sufficient school facility. Thus, when a professional development is expected to be ongoing, these factors should be handled appropriately. Moreover, the fact that self-reflection is considered as one of the most important TPD activities indicates that professional development should be started with personal intention. Finally, the fact that teachers’ association or MGMP and teachers’ trainings are believed as the most useful TPD activities and support them to be certified teachers indicates that such programs should be provided more for teachers for their professional development.
The second research problem is “what characteristics of a good language teacher are developed from each activity?” It was found that in general, through each activity, each participant could develop large numbers of the characteristics in the four areas of the skills. They are technical knowledge, pedagogical skills,
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interpersonal skills, and personal qualities. Moreover, there were four characteristics which were the most developed. Three of them are technical knowledge and one is personal skill. The technical knowledge are (1) understands the linguistic system of English phonology, grammar, and discourse, (2) knows through experience what it is like to learn a foreign language, (3) understands the close connection between language and culture. The personal sub-skill is “maintains and exemplifies high ethical and moral standard”. The least developed characteristic was the personal sub-skill “sets short-term and long-term goals for continued professional growth”.
The fact that the teachers can develop many characteristics from the TPD activities indicates that the activities provide many advantages for their professional development. They can develop not only the knowledge/skill related to teaching and learning, but also the skill related to personal and interpersonal skills. This helps teachers to become more professional. Moreover, the fact that the most developed skills were in terms of content knowledge indicates that the teachers in the future should also focus more on developing the pedagogical or practical skills. Third, the fact that the characteristic “sets short-term and long-term goals for continued professional growth” was the least developed skill indicates that the teachers are still weak in planning their professional development so that in future, they should make a strategic planning for their professional development.
The third research problem is “how do they implement the characteristics in the teaching performance?” It was found that in general, they showed positive
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effort in implementing the characteristics although some characteristics were still weak. In terms of technical knowledge, they put the knowledge into practice when they implemented the pedagogical knowledge. They also tried to implement pedagogical skills optimally. For example, various techniques used were appropriate to the approaches of language skills teaching, lesson plans were prepared and some alterations were made to suit students’ need, students’ linguistic need were fulfilled, feedbacks, interaction, cooperation and team work were provided optimally, classroom management principles were applied, textbooks material and simple visual aids were adapted, and the assessment were conducted interactively as ongoing assessment. The interpersonal skills were also implemented appropriately. The teachers had good awareness of students’ cultural traditions, kept good rapport with the students, sometimes provided appropriate humor, valued the students’ ability, worked with students of lesser ability, and sometimes offered challenges for high ability students. In terms of personal qualities, they had positive personality for being well-organized, being flexible, maintaining an inquisitive mind in trying out new ways of teaching and applying high ethical and moral standard. However, some implementations of the pedagogical skills were not evidenced during the observation such as “creatively adapting audio, visual and mechanical aids” and “innovatively creating brand new material when needed”.
The fact that the teachers have generally implemented the characteristics in the teaching performance indicates that the professional development activity helps them to develop their teaching quality and become more professional.
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Moreover, the fact that they were still weak in implementing some of the characteristics indicated that they should focus more on the areas of weakness so that all characteristics are fulfilled and they become more professional.
5.2 Recommendations for Further Study.
There are some methodological and practical recommendations proposed. The methodological recommendations concern the delimitations of the present study and the possible enhancement for further research. First, since the scope of the present study were only three English teachers at a Junior High School in Nanggroe Aceh Darussalam, more research on teacher professional development with larger scope are recommended. Second, since this study was not a longitudinal study, more longitudinal research investigating the effect of teacher professional development programs to the quality of the teaching performance are recommended.
The practical recommendations also concern the delimitations of the present study and the possible enhancement for further research. First, since the teacher professional development (TPD) activities investigated in this study were only those suggested by Richard & Lockhart (1994) and Harmer (2001), more researches with more possible activities of TPD are recommended in order to enrich the TPD possible activities. Second, since this study only focused on the implementation of the skills of good language teacher’s characteristics in the teaching performance, more researches focusing on the implementation of those skills into all aspects of the teachers’ professional life are recommended in order to find the best criteria for a professional English teacher. Third, in accordance
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with the findings of this study that teacher professional development is influenced by many factors, more research on this issue are recommended in order to enrich research on teacher professional development.
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Purjayanti, Ani. 2007. Good language Teacher: Whose Perceptions? The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Rahayu, Puji. 2007. Developing Teachers’ Professionalism through Action Research. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Reece, Ian & Walker, Stephen. 1997. Teaching, Training and Learning. Great Britain: Business Education Publishers Limited
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Richards, Jack & Lockhart, Charles. 1994. Reflective Teaching in Second Language Classrooms. USA: Cambridge University Press
Richards, Jack & Renandya, Willy A. Methodology in Language Teaching. USA: Cambridge University Press
Robiasih, hasti. 2007. Scaffolding Teachers to Be More Professional through an Action research. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah Rohani. 2007. Lesson Study: A Promising EFL Teacher Development Plan. The
55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Sadik, Andjarwati. 2007. The Good language Teacher: Students’ Perspective. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
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Suherdi, Didi. 2007. Menakar Kualitas proses Belajar Mengajar. Bandung: UPI Press
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55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Tang, Jinlang (2002). Using L1 in the English Classroom. English Teaching Forum
Tejo, Ester. W. 2007. Developing Personality to Build up Creative Language Learning as a Life Skill. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
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... 2007. Undang – Undang sistem Pendidikan Nasional (SISDIKNAS) 2003 (UU RI N20 TH 2003). Jakarta: Sinar Grafika
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Widayati, Sri. 2007. Reflective Practice: An Attempt to Promote Teacher Professional Development. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Yamin, Martinis. 2007. Professionalisasi Guru & Implementasi KTSP. Jakarta: GP Press.
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Richards, Jack C. 2001. Curriculum development in language teaching. USA: Cambridge University Press
Richards, Jack & Lockhart, Charles. 1994. Reflective Teaching in Second Language Classrooms. USA: Cambridge University Press
Richards, Jack & Renandya, Willy A. Methodology in Language Teaching. USA: Cambridge University Press
Robiasih, hasti. 2007. Scaffolding Teachers to Be More Professional through an Action research. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah Rohani. 2007. Lesson Study: A Promising EFL Teacher Development Plan. The
55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
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55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Tang, Jinlang (2002). Using L1 in the English Classroom. English Teaching Forum
Tejo, Ester. W. 2007. Developing Personality to Build up Creative Language Learning as a Life Skill. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Thornbury, Scott. 2007. How to Teach Speaking. New edition. England: Longman Thornbury, Scott. 2007. How to Teach Vocabulary. New edition. England:
Longman
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Wang, Hong & Cheng, Living. 2008. The Impact of Curriculum Innovation on the Cultures of Teaching. Chinese EFL Journal. Vol. 1, no.1
Widodo, Singgih. 2004. Professional Development Programs for Teachers of English. Jurnal Ilmu Pendidikan. Vol. 11, no.3
Widayati, Sri. 2007. Reflective Practice: An Attempt to Promote Teacher Professional Development. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
Yamin, Martinis. 2007. Professionalisasi Guru & Implementasi KTSP. Jakarta: GP Press.
Zees, Sri Rahayu, 2007. Collaborative Internal Teacher Development Program. The 55th TEFLIN. Jakarta: UIN Syarief Hidayatullah
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