EFL TEACHERS’ NEED OF LANGUAGE PROFICIENCY
International Journal of language Education, Vol. 2 No.2 pp. 74-82EFL TEACHERS’ NEED OF LANGUAGE PROFICIENCYPROFESSIONAL DEVELOPMENT: WHEN POLICY AND PRACTICECOLLIDEHim’mawan Adi NugrohoUniversitas Negeri Surabaya, IndonesiaE-mail: himmawannugroho@unesa.ac.idDOI : 10.26858/ijole.v2i2.6373AbstractAlign with the increasing demands of qualified and professional English as Foreign Language (EFL)teachers the need of improving the capabilities of the EFL teachers, both pre-service and in-serviceteachers is unavoidable. In-service EFL teachers still have to update, upgrade and refresh theircompetences in ELT which include their pedagogical competence (teaching skill) and professionalcompetence (subject matter) through professional development (PD). As one of the four competenciesthat a teacher should have, professional competence holds an important role in helping the students tolearn English well. Therefore, it is obvious that EFL teachers’ PD is essential for the teachers to supporttheir learning leading to their empowerment as professional English teachers. This qualitative study triedto see the phenomenon of the EFL teachers’ need for language proficiency professional development byusing interview as the main data collection instrument to get the information. The participants of thestudy were EFL teachers who joined professional teacher training program (PLPG) at Universitas NegeriSurabaya (Unesa) in 2017. The findings showed that most of the participants were very confident withtheir English mastery. However, they stated that they needed regular and continues PD activitiesspecifically for their language proficiency. The activities range from maintaining the four micro skills,provide scholarship for teachers to have short course program abroad to maximizing the function ofsubject teacher association (MGMP).Keywords: EFL teacher, language proficiency, professional developmentINTRODUCTIONThe 21st century or modern era bringschallenges and gives impact not only on thesocial and cultural areas but also in educationin meeting with the growing and changingneeds of the 21st century students. In theeducation area, it concerns with teachers’quality. Teachers need and have to developtheir competencies in their teaching skillscovering pedagogical and professional areas.It means teachers need to keep up with thechanges by joining professional development(PD) activities. Richards & Farrell (2005)state that the idea of teacher development isthat it serves as a long-drawn goal and growthof teachers' understanding and mastery ofteaching and learning process and ofthemselves as teachers. In other words theterm profession as a teacher is a life-longlearning or a career-long learning process forthe teachers to undergo in their career asteachers. It is also expected that by joiningPD activities, teachers will be able to to stayabreast with the challenges and futuredemands as professional teachers, that alsoincludes English as foreign language (EFL)teachers. EFL teachers need to makethemselves aware to keep their teachingquality high. Moreover, the goal of PD aimsat the change of both teacher’s belief towardtheir need of PD and the change in theteacher’s teaching practices which willimprove students’ outcome (Guskey, 2003).It is related with the abilities of the teacher toprovide good language models and tomaintain use of the target language in theclassroom.The important role of EFL teachers inthe process of their students’ learning ofEnglish as the target language leads to theurgent idea for the teachers to support theirlearning leading to their empowerment asprofessional English teachers. The Englishteachers need to keep up with the74
Him’mawan Adi Nugroho, EFL Teachers’ Need of Language Proficiency Professional .development of the innovation and change inthe area of English language teaching (ELT)by trying to update, upgrade and refresh theircompetences in ELT which include theirpedagogical competence and professionalcompetence, (Wulyani, 2017; Supriatna,2011 and Goh, 2013). Pedagogicalcompetence is related with the teacher’saptitude of the teaching skills, material andcurriculum development, assessmentt andprofessional competence deals with theteacher’s mastery of the subject, in this caseEnglish.the use of the target language, by making useof the advancement of the technology to helpthem. The availability of internet accesswhether it is a public or a personal internetaccess will make the students can easily getthe information using their gadgets orlaptops. However, the learners still needguidance and help from their e and language proficiency arestill very important for the teachers to masteror possess.Teacher lack of Englishproficiency, has been pointed out as one ofthe biggest obstacles for successful teachingand learning of English (Butler, 2004).There have been some researchers fromdifferent countries who have done researchon EFL teachers’ English proficiencyparticularly on their need of PD for theirlanguage proficiency. In Malaysia, asidefrom the fact that it considers English assecond language, Khandehroo et al. (2011)find that Malaysian EFL teachers’ need ofPD related with maintaining their languageskill is still high and it is the most demandedPD. It shows that even in a country whereEnglish is its second language which the useor study of the English language by nonnative speakers in an English-speakingenvironment. The people of Malaysia havealready familiar with a lot of English terms,words and sentences but still MalaysianEnglish teachers considers and needs to havePD related with their language skills.Meanwhile in Vietnam, due to the ten-yearNational Plan for “Teaching and LearningForeign Languages in The National FormalEducation System in the Period 2008 –2020”, it requires a high quality humanresources in this case competent Englishspeaking people. Lich (2015) in his researchon the tertiary EFL teachers’ needs forprofessional development, finds that theparticipants underline the importance ofhaving PD on three domains: knowledge oflanguage, know of language teaching, andknowledge of language learners. The same asthe Malaysians, the Vietnamese EFLteachers also see that language proficiency asThe Importance of EFL Teachers’Language ProficiencyEFL teachers’ self-awareness inupdating, upgrading and refreshing theirtarget language knowledge and mastery andalso teaching skills, will be able to attractstudents to make them more engaged in theirlearning by becoming more effective in theirteaching and able to become a model for thestudents. Having a good mastery of the targetlanguage is one of the qualities of a goodEnglish teacher. Richards (2010), mentions10 qualities or characteristics of exemplarylanguage teachers, one of them is about thelanguage proficiency. Specifically, it coversthe abilities in making sound pronunciationof the target language (Al-Maqtri and Thabet,2013) and how to use the target languagefluently and confidently in the classroom andto give appropriate feedback on students’ oraland written work (Van Canh and Renandya,2017). It is in line with Richards (2011) whomentions that EFL teachers’ languagecompetencies include the ability to providegood language models, to maintain use of thetarget language in the classroom, to givecorrect feedback on learner language, and toprovide input at an appropriate level ofdifficulty.Learners tend to look up to their teachersas their model in the process of learning andacquiring the target language. The possibilityfor the learners to get the experience tocommunicate with native speakers of Englishis a very small. As millenial generations theyhave the chances to see, watch and listen to75
International Journal of language Education, Vol. 2 No.2 pp. 74-82an important elements for the EFL teachersto be maintained.In the Indonesian context, the teachingand learning of English is as foreignlanguage. The learners only have access tousing English as a means of communicationin their daily lives inside the classroom.Therefore, when a target language is seldomused outside the classroom, input andlanguage use in the classroom are essential(Suryati, 2013). In other words, the role ofteachers is very important because they arethe main model, source and facilitator ofknowledge and skills of the target languageas part of the teacher’s professionalcompetence. The teachers’ use ofinstructions and explanations in the teachingand learning process in the classroom is theonly real example of the use of English asmeans of communication they canexperience. As it is the goal of the teachingof English is to make learners able to useEnglish as a means of communication in thefuture. Therefore, teachers’ professionalismrelated with their subject they teach isessential. Muth’im (2014) suggests thatteachers’ professional abilities must becontinuously developed through variousactivities, such as attending conferences orworkshops about teaching, and attendingteacher association meetings that focus onimproving the quality of their practice. It isclear that EFL teachers’ professionalcompetence should receive the same portionof attention for development program fromthe government and the teachers themselves.in research which found the effect ofinvolving in PD programs for EFL teachersfrom teacher’s change of behavior andteaching performances, how teachers can bemore effective and efficient in their teachingto the increasing self-efficacy of the EFLteachers. In terms of EFL teachers’ teachingbehavior and performances, many studiesfound that after joining PD programs EFLteachersimprovetheirclassroomperformances as their teaching became morecommunicative, organized, effective andattentive to students’ needs, and principled intheir classrooms (Choi and Andon, 2014;Giraldo, 2014; Farrell, 2015 and Al-Asmari,2016). The teachers’ own awareness,responsibilities and experiences play animportant role in growing the belief that theirprofession is growing to reach an ongoinggoal. Their belief of the importance ofprofessional development then put intopractice by joining professional developmentprograms whether it is individual orinstitutional.The individual form of PD basicallycomes from the teachers’ motivation to keepup with the latest information on Englishlanguage teaching (ELT) issues and therealization of their need of upgrading andmaintaining their teaching and languagecompetency. Murray (2010) mentions someexamples of teacher development activitiesfor language teachers such as reading journalarticles, doing reflections on teaching,keeping a teaching journal, sharing journals,peer mentoring/coaching, joining teachersupport groups, joining local or national oreven international teachers’ associations, andparticipating in workshops and conferenceseither as a presenter or just participant. Andfor the institutional form of PD which isobligatory for teachers to join is usuallyorganized by a company or an institution inorder to improve the teachers’ practices ofworking into a more professional level.Abdullah (2015) and Wyaat & Ager (2017)call it as top-down PD program, such asprofessional teacher certification program,PD on understanding the curriculum and howto design a good and effective lesson plan.LanguageProficiencyProfessionalDevelopment for EFL TeachersA teacher needs to have self-awarenessto develop further and continue their skillsand experience as part of their effort asprofessionalteacher.Professionaldevelopment is the obvious choice for theteachers to fulfill the responsibility. Igawa(2008) mentioned that teacher’s professionaldevelopment connects many ntandhis/herpersonaldevelopment. There have been various result76
Him’mawan Adi Nugroho, EFL Teachers’ Need of Language Proficiency Professional .The second type of PD is the most commonPD program followed by EFL teachers inIndonesia.In Indonesia, there were studies whichinform that the most frequent types of PD inIndonesia is related with teacher’spedagogical competence. Abdullah (2015) inhis research found that PD program from thegovernment administered by The Ministry ofEducation and Culture (MOEC) calledTeacher Professional Training, known asPendidikan dan Latihan Profesi Guru (PLPG)which consist mostly on developingpedagogical competence can become themeans for the teachers to learn. Priajana(2017) and Irmawati et al. (2017) both studiesreported on how the EFL teachers pursuetheir PD related with their pedagogicalcompetence.Among the four competences stated inthe Teachers and Lecturers Act al, stand out in the context of ELT(English Language Teaching). EFL teachershave to keep up with the dynamic of thechange in the policy related with the teachingof English which requires them to upgradeand develop their teaching skills. But EFLteachers should not neglect to update andmaintain their professional competencyrelated with the teachers’ languageproficiency. In terms of providing goodlanguage models for the students, Van Canhand Renandya (2017) find that EFL teacherswith advanced level of proficiency wouldenable them to do their job better and to usethe target language fluently and confidentlyin the classroom, to serve as good languagemodels, to select and adapt teachingmaterials for more effective use, and to giveappropriate feedback on students’ oral andwritten work. The impacts are in thebetterment of teacher classroom practices,teacher teaching effectiveness, and studentlearning results. Therefore, we need to putthe light on the importance for the EFLteachers in every level of education tocontinue update and maintain their languageproficiency through any means possible. Andthat language proficiency PD programsshould be done continuously and regularly aspart of the lifelong learning for the EFLteachers.In this study, the author’s contribution ismore to the implication of the result offinding out the EFL teachers’ self-reportedEnglish mastery, their need of languageproficiencyprofessionaldevelopment(LPPD), their views on efforts they can do toupgrade or maintain their languageproficiency, and the challenges they face inorder to join LPPD to the increasing selfawareness of EFL teachers toward theimportance of language proficiency masteryand for the government to provide moreprofessional development programs for EFLteachers particularly language proficiencyprofessional development programs.RESEARCH METHODThe study used mix-method ofquantitative and qualitative methods. It usedquestionnaire and interviews to get the dataconcerning with EFL teachers’ views on theirneed of the language proficiency professionaldevelopment (LPPD) and to get theiropinions on the efforts they have done toupgrade or to maintain their languageproficiency and also to find out thechallenges the EFL teachers’ face to join theLPPD. The researcher distributed 60questionnaires. Out of 60 questionnaires theresearcher got 32 questionnaires of EFLteachers. Their ages range from 28 – 40years. There were 11 male teachers and 21female teachers. They were the participantsof the last teacher professional training(PLPG) program held by the Ministry ofEducation and Culture at State University ofSurabaya in 2017. The participants weregiven a questionnaire which consists of threeparts. Part one is about demographicinformation. Part two is about EFL teachers’professional development. The surveyinstrument form is adapted from Butler, 2004and Chacon, 2005. The adaptation was madeto fit the context of Indonesian EFL teachersand to meet the Indonesian EFL teachers’characteristics. The interview is a semistructured interview with 6 questions about77
International Journal of language Education, Vol. 2 No.2 pp. 74-82EFL teachers’ efforts and challenges injoining LPPD.no EFL teachers stated themselves to havelow English proficiency score.RESULTSEFL Teachers’ Self-reported EnglishProficiencyThe participants were asked to selfreport on their English proficiency inquestion number 1 of the second part of thequesitonnaire. They had to measure bythemselves how proficient their English is.The self-report scoring ranges from 1 to 10.It consists of the scoring for EFL teachers’general English (GE) and also for Englishskills such as listening (list), reading (read),writing (write), speaking (speak) andgrammar (gram). Using hypotheticalcalculation for the score of the self-efficacy,the researcher classified the result into three,high, medium and low self-report score. Highself-repeort score ranges from 8 – 10,medium self-report score ranges from 5 – 7,and low self-report score ranges from 1 – 4.The result can be seen in Diagram 1 below.EFL Teachers’ Need of LanguageProficiency Professional DevelopmentThe second part of the questionnaire isaboutEFLteachers’professionaldevelopment. It aims at gathering theparticipants ideas and opinions onprofessional development in general thenleading to their need of language proficiencyprofessional development. The participantswere given four choices of Likert scale, theyare strongly agree (SA), agree (A), disagree(D) and strongly disagree (SD), toward thestatements in the questionnaire. The resultcan be seen from the Diagram 2 below.Diagram 2. EFL Teachers’ LPPD ScaleDiagram 1. EFL Teachers’Proficiency Self- reportDiagram 2 shows that all 32 theparticipants chose the answers of SA and A.None of participants chose the answer D orSD. In a more detailed data, the questions inthe questionnaire can be divided into fourcategories. The first category (question 2 to5) is related with the EFL teachers’ need ofLPPD. There were the total of 76 answersagreeing with the statements and 52 answersstrongly agree with the statements. Thesecond category (questions 6 and 7) is aboutEnglish teacher association. There were thetotal of 41 answers agreeing with thestatements and 23 answers strongly agreewith the statements. The third category(questions 8 to 11) is about the activities thatEFL teachers can do to upgrade or tomaintain their language proficiency. Thesame with the first two categories, moreEnglishFrom Diagram 1 we can see that most ofthe participants (66%) considered themselvesto have English proficiency in the midiumlevel of proficiency from general English(GE) to the English skills. About 34% of theparticipants considered themselves to havehigh level of English proficiency. Except forthe reading skill, the number of participantswho stated to have medium and high level ofEnglish proficiency were equal. There were78
Him’mawan Adi Nugroho, EFL Teachers’ Need of Language Proficiency Professional .choices on agreeing to the statements withthe total of 101 answers and only 27 answersstrongly agree with the statements. The lastcategory, (questions 12 and 13) deals withEFL teachers’ views on their responsibility toget involved in any professional developmentand their view on the government’sresponsibility to provide PD programs. Therewere 35 answers strongly agreeing with thestatements and 29 answers agreeing with thestatements.DISCUSSIONFrom the results of the questionnaire wecan see that EFL teachers share the sameideas of the importance of professionaldevelopment for their professionalism, theyalso underline the importance of upgradingand maintaining their language proficiencyby joining a language proficiencyprofessional development (LPPD) or doingactivities such as joining English teachersassociation, attending and becoming thepresenter of English-speaking conferences orseminars (national or international), readingELT materials or other English-printedbooks, journals or articles, and joining onlinecourses. EFL teachers also agree that theyneed to have self-awareness of keeping theirprofessionalism not only pedagogically butalso professionally as a part of theirindividual responsibility. But, they still seethe importance and urge the government toalso provide them with a specific PD for theirlanguage proficiency. This is where thecollision between the government’s policieswhich underline teachers’ PD is teachers’own responsibility to undertake and the factthat teachers do not see this policies as an“obligation” since in reality there is no strictsupervision on their language proficiency.The government, in this case The Ministry ofEducation and Culture (MOEC), has alreadyoffered programs for teachers such asscholarships for continuing teachers’ study,national scale competitions such as NationalTeacher Olympiad (OGN) or LearningInnovation (INOBEL) etc. But in practice, itis hard to compete in getting the scholarshipfor continuing their study, and thecompetitions do not attract the attention fromthe teachers to participate.The next collision is related the fourcompetences in the Teachers and LecturersAct No.14/2005 which two of them,pedagogical and professional competence,stand out and should be given the sameattention from the government. In practice,the most frequent PD offered by thegovernment are only dealing with how tounderstand the latest curriculum, how tomake a good lesson plan (which are writtenEFL Teachers’ Efforts and Challenges inJoining LPPDAfter the participants were given thequestionnaire, the researcher chose randomlysix participants to be interviewed. The resultof the interview shows that for questionnumber 1 all six EFL teachers have the sameideas that EFL teachers should upgrade andmaintain their language proficiency.Question number 2 deals with theparticipants’participationsinanydevelopment program specifically for theirlanguage proficiency. Their answer were thatthey have never participated in suchdevelopment program. Questions 3 and 4deal with the participants’ participation inEnglish-speaking conferences or seminars(national or international) as participant or aspresenter. From six participants, there wasonly one of them who has ever attended aninternational seminar as a participant. Forquestion number 5, it is about the activitiesEFL teachers can do to upgrade or maintaintheir language proficiency. The participants’answers ranges from reading English books,articles, watching English movies, joiningEnglish teacher association. And questionnumber 6 deals with the challenges EFLteachers’ face to join LPPD. The answerscover the scarcity of PD specifically forlanguage proficiency, or they have neverheard of such program, they do not have timedue their tight schedule at their school, someof them stated that the conference, seminar orPD programs are too expensive, and all ofthose challenges lead to the low effort fromthe EFL teachers to join LPPD.79
International Journal of language Education, Vol. 2 No.2 pp. 74-82in Bahasa Indonesia) and what needs to bedone to make the students achieve theminimum passing score for each subjects inthe national examination. In other words itonly focuses on the pedagogical competenceof the teachers. It is also a fact that the regularsupervisions which have already been doneonly cover on how well a teacher can makegood lesson plans for their teaching andlearning activities in their classrooms. Theteachers’ professional competence shouldhave been given the same portion of attentionas the pedagogical competence has. It is toguarantee that the teachers’ knowledge andmastery of the subject they teach is updated,upgraded and maintained.As for the interview, there is acontradictory fact from what the EFLteachers have stated in the questionnaire andwhat they have done in reality related withtheir professional development ment. From six randomly selectedinterviewees, there was only one teacher whosaid that he attended an internationalseminar. In one hand it contradicts to thestatements of the teachers in theirquestionnaire which shows that they agreeseminars, conference are some of theactivities they can follow as the way tomaintain their language proficiency. But, inanother hand it is in line with their statementin the interview that teachers do not havespare time to follow or join activities ordevelopment program for their languageproficiency due to their teaching andadministrative work at schools and also aboutthe financial issue that to join such programwill be costly for them.There are ways to avoid a more seriouscollision between the policy and the practice.One of them is to initiate a concept oflanguage proficiency upgrading programfrom a school-university linkage. Theschools, teachers or the MGMP (the subjectteacher forum) can start the idea of the needof such program in order to promote teacherprofessional development, not only theirpedagogical competence but also theirprofessionalcompetence,specificallyEnglish. The English department of theuniversity can then hold the program. It canbecome the English department’s lecturercommunity service program. To overcomewith the problem of unsupportive leadershipor school principals, the English departmentcan cooperate with district or provincialoffice of education to “force” the schoolprincipals to allow their English teachers tojoin the upgrading program and also toprovide subsidiary fund for the teachers tojoin the programs.CONCLUSIONThis research draws a conclusion that theEFL teachers’ need of language proficiencyprofessional development is inevitable. Aslanguage teachers, EFL teachers, they need toregularly upgrade and maintain theirlanguage proficiency. It is true that their loadof works, pedagogical and administrative, atschool and also the unavailability of aspecific professional development, such aslanguageproficiencyprofessionaldevelopment, have driven and forced manyof EFL teachers to neglect or forget theimportance of their language proficiency aspart of their professional competence in theirteaching and learning activities. Therefore, itwill take all related parties, the government,(the Ministry of Education and Culture), theinstitutions (e.g. universities, languagecenters), subject teacher association(MGMP) and the teachers themselves need towork together to sound and to make theirvoices heard concerning with their need ofregular language proficiency professionaldevelopment.ACKNOWLEDGEMENTSThe writer would like to show his thanksto his 2 anonymous friends from the graduateprogram at Universitas Negeri Malang andhis colleague from Universitas NegeriSurabaya for the comments on the earlierversion of this paper. The writer would alsolike to thank BUDI-DN schoolarshipprogram as the sponsor of the writer’s studyat Universitas Negeri Malang for hisdoctorate degree.80
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working into a more professional level. Abdullah (2015) and Wyaat & Ager (2017) call it as top-down PD program, such as . to design a good and effective lesson plan. Him’mawan Adi Nugroho, EFL Teachers’ Need of Language Proficiency Professional . 77 The second type of PD is the most common PD program followed by EFL teachers in Indonesia.
Communicative Language Teaching (CLT) is advocated by many applied linguists as one of the effective approaches to English Language Teaching. In recent years CLT has expanded beyond English as Second Language (ESL) contexts to English as a Foreign Language (EFL) and EFL countries have shown an increasing interest
technology acceptance model (TAM) was selected to measure the attitude toward e-learning among strong EFL /strong teachers and computer literacy. The sample of the study is 71 strong EFL /strong teachers from the strong public /strong school. Who were randomly selected to take part in the questionnaire. The findings revealed that the level of computer literacy has a positive
constitute the basis for the digital enrichment of EFL textbooks. At this point it should be noted that with the advent of new technologies and the Internet the notion of enrichment has taken on new meanings in the EFL classroom. Quite often in EFL contexts, enrichment is often defined in terms of the opportunities the various media offer to
contemporary Finnish EFL textbooks draw upon generic influences. the efl textbook as an object of research Critical analyses of EFL materials have often attended to the socio-cultural content of textbooks. “Global” textbooks published by large multi-national com - panies, and used in diverse cultural and religious contexts around the world .
Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study . English homework can help EFL learners with their language learning apart from enabling them to improve their reading, writing, vocabulary, and .
Communicative language teaching (CLT) applicability to English as a foreign language (EFL) contexts has recently been debated extensively. This study addressed 1525 Jordanian EFL school learners' attitudes and perceived implementation of traditional form-focused (FFI) instruction and communicative meaning-oriented instruction (MOI)
& Bathmaker, 2007). Their attitudes are a key factor in the effectiveness of using the textbooks in the classroom. Their attitudes shape the way they interpret and teach the textbooks. In EFL programs, this is an important variable that does influence the effectiveness of using the textbooks in language learning.
governing America’s indigent defense services has made people of color second class citizens in the American criminal justice system, and constitutes a violation of the U.S. Government's obligation under Article 2 and Article 5 of the Convention to guarantee “equal treatment” before the courts. 8. Lastly, mandatory minimum sentencing .
