Name : Hilman Anshari
Nim : 170102071264
Pre-service education for primary school English teacher in Indonesia: policy
implications
Although English is only an extra-curricular subject at primary level in Indonesia,
expectations over the improved quality of the teachers are exceptionally high.
This is the case in the past few years in which the low proficiency of primary
English teachers and their lack of teaching competencies have repeatedly been
pointed out as major constraints. Unfortunately, it remains unclear whether this
problem is attributed to the delivery of pre-service education in preparing primary
school English teachers. This paper gathered data from teachers, language teacher
educators, primary school principals, members of educational boards, and
educational consultants. The data were analysed using Grounded Theory in order
to examine the adequacy of pre-service education in Indonesia to prepare primary
school English teachers as well as factors that contribute to its efficacy or lack
thereof. The findings of the study demonstrate the need for specific preparation
for primary school English teachers as well as further training for teacher
educators. This present study is highly relevant to Indonesia and other Asian
countries where teacher efficacy is a major concern. The findings generated from
this study have demonstrated that three factors contribute to the inadequacy of
pre-service education in preparing English teachers at primary level, namely: (1)
the lack of specificity of English departments; (2) the lack of specificity of PGSD;
and (3) the lack of quality of teacher educators. Use method learning.
Introduction
Recent curricular development in Indonesia stipulates a status alteration for
English language at primary level from a local content subject to an extracurricular one. This means the teaching of english under the new curriculum 2013
is given outside school hours and the subject is not part of school final year exam
(Sahiruddin, 2013).
Research methodology
A total of 24 respondents participated in this study; they spread across five groups,
namely teachers, language teacher educators, members of an educational board,
primary school principals, and educational consultants.
Findings
Findings are presented under the following sub-categories: (1) the inadequacy of
pre service education; (2) The lack of specificity of English departments; (3) The
lack of specificity of PGSD; (4) The lack of quality of teacher educators in
English departments; (5) Overhaul of pre-service education.
Discussion
The findings generated from this study have demonstrated that three contribute to
the inadequacy of pre-service education in preparing English teacher at primary.
The means the findings of this study challenge the employment of PGSD
graduates, PGSD may enable student teacher to acquire knowledge and skill
related to young learer pedagogy, classroom, theories of tehachcing, educational
philosophies, teaching practicum, and learning asesment.