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All Journal Jurnal Basataka (JBT) INTERACTION: Jurnal Pendidikan Bahasa JIIP (Jurnal Ilmiah Ilmu Pendidikan) International Journal of Multidisciplinary: Applied Business and Education Research Dharmas Education Journal (DE_Journal) International Journal of Humanities Education and Social Sciences Journal of General Education and Humanities Jurnal Abdimas Maduma West Science Interdisciplinary Studies
Manik, Kresna Ningsih
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Journal of General Education and Humanities

 1 
The Effective English Teacher: Perceptions from Student Teachers and Teacher Educators Samosir, Sahat Maringan; Ke, I-Chung; Manik, Kresna Ningsih
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.391

Abstract

This study aimed to determine student teachers’ and teacher educators’ perceptions of an effective English teacher in terms of content, pedagogical, and personal knowledge in the English study program at Universitas Prima Indonesia (UNPRI). To achieve this objective, this study was designed as a mixed-methods study. To achieve this objective, this study was designed using a mixed method to look for the perceptions of 82 student teachers and 10 teacher educators. Data were collected through a 36-item Likert-type questionnaire and follow-up interviews. The results indicate that both groups agree that combining all the components is important for an effective teacher. Comparing both groups’ perceptions, the results showed a statistically significant difference (p ≤ 0.05) for 11 out of 36 items. It was found that student teachers place higher importance on some effective attributes than teacher educators do and vice versa. Additionally, the study found that pedagogical and personal knowledge was equally, if not more, important than content knowledge in defining an effective English teacher. This study highlights the significance of balancing content, pedagogical, and personal knowledge in teacher effectiveness, particularly in the EFL context of Indonesia, and discusses its pedagogical implications and limitations. This study was small due to a lack of participants. Future research should include more participants for comparison.
Addressing the 2030 Bilingual Education Policy at Santo Yoseph Catholic Private High School: Issues and Resolutions Manik, Kresna Ningsih; Nasution, Jamaluddin; Samosir, Sahat Maringan; Tarigan, Merry Susanty Br; Amin, Teguh Satria; Purba, Nancy Angelia
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.415

Abstract

Since the launch of the “Bilingual Policy for all schools supported by Yayasan Pendidikan Katolik (YPK) Don Bosco KAM in 2030,” schools have debated its impact. Teachers of non-English subjects worry about adapting, while parents fear their children may struggle with bilingual instruction. This quantitative study examines perceptions of students, teachers, parents, and staff at Santo Yoseph Catholic Private High School. The research explores key concerns: the necessity of the policy, its effect on local languages, feasibility by 2030, budget sufficiency, availability of qualified teachers, and whether non-English subject teachers can teach bilingually. A questionnaire with seven questions was distributed to 40 participants in Indonesian and later translated into English. Results show 60% believe bilingual education is essential, 10% disagree, 25% are uncertain, and 5% have no opinion. While over half support the policy, challenges remain, including limited funding, a shortage of trained bilingual teachers, and the need for more English classes and learning materials. Successful implementation requires the Don Bosco Catholic Education Foundation to increase funding and address these challenges to ensure smooth integration of bilingual education by 2030.
Co-Authors Agus Salim Marpaung Azzahra Tiara Venya Berlin Sibarani Ermina Waruwu Ginting, Siti Aisha Irene Adryani Adryani Nababan Jamaluddin Nasution Ke, I-Chung Leonita Maria E Manihuruk Masitowarni Siregar Meisuri, M Nababan, Irene Ardyani Naisaburi, Tjut Zurie Nasution, Lonni Nur Iffah Purba, Nancy Angelia Ryantono, Princesscia Aulia Sai Davis, Yong Heng Sai, Yong Heng Samosir, Sahat Maringan Sinaga, Dolli Rotua Siti Aisyah Ginting Sri Minda Murni T. Silvana Sinar Tarigan, Merry Susanty Tarigan, Rena Agus Prayana Br Teguh Satria Amin, Teguh Satria Vienya, Azzahra Tiara Winda Sari