Teaching Challenges in Indonesia
Motivating Students and Teachers’ Classroom Language
Bibliographic Data
| ID | 21240116 |
|---|---|
| Authors | Yuyun Yulia (0000-0002-3133-0294, RMIT University, corresponding author) |
| Year | 2013 |
| Volume | 3 |
| Issue | 1 |
| Pages | 1 |
| Publication date | 2013-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v3i1.186 |
| OpenAlex | W2039364982 |
| Language | EN |
| Citations received | 7 |
| References cited | 11 |
Normal 0 false false false EN-US X-NONE X-NONE Abstract: This paper critically describes the main challenges English language teachers face in teaching in Indonesia. The subjects of the research were students and English teachers in twelve randomly selected junior high schools in government and private schools in five districts in Yogyakarta Province. A survey schedule, interviews with English language teachers, focus group discussions with students and class observation were used to gather the data. The results show that students’ motivation is more of an instrumental motivation, due to the requirements of the mandated national examination though English now is a global language and the 2006 curriculum targets communicative competence. On the other hand, the data indicated that teachers found English difficult to use in class. The classroom instruction was conducted mostly in the low variety of Bahasa Indonesia and in Javanese. The teachers claimed that it was due to students’ low motivation; in fact, the students’ eagerness to listen to the teachers as the models of English language expressions was good. Teachers need to motivate students to learn English by improving their teaching techniques as well as their speaking competence in class to achieve student integrative motivation as English is valuable for them. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}
Communicative competence · Curriculum · English language · Geography · Linguistics · Mathematics education · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · English Language Learning and Teaching · Psychology · Second Language Learning and Teaching · Social Psychology
“I Have to Teach The ‘English’ English”
Integrative motivation and speaking achievement
Indonesian Learners’ Self-Directed Learning in Online EAP Classes
EFL Teachers’ Perceptions on the Use of L1 in EFL Classroom
Non-Native English Lecturers' Motivational Practices in a Tertiary Educational Environment
EFL teachers’ motivation and competence in an Indonesian context as assessed within the framework of Maslow’s and Herberg’s theories
Integrative and instrumental but low investment
Approaches and Methods in Language Teaching
The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort
Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation
The Natural Approach
Motivation in second and foreign language learning
The Natural Approach
Teachers’ Oral Proficiency in the Target Language
Taking Charge
Language in education
Orientations and Motivation in the Acquisition of English as a Second Language Among High School Students in Quebec City
Age-Related Differences in the Motivation of Learning English as a Foreign Language
| Citations per year | 0.88 |
|---|---|
| Citation span | 2018 - 2023 (6) |
| Highly cited | No |