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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Language Teaching Educational Journal Teaching English as a Foreign Language Journal
Ernie Imperiani
English Education Department - Faculty of Language and Arts - UPI
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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MENTOR COACHING TO HELP PRE-SERVICE TEACHERS IN DESIGNING AN EFFECTIVE LESSON PLAN Amalia, Lulu Laela; Imperiani, Ernie
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.171

Abstract

Abstract: This paper investigates how mentor coaching, which is intended to prepare preserviceteachers of English as a Foreign Language in facing their teaching practices, help themdesign lesson plans. A lesson plan, as Farrell (2002) stated, is a collection or a summary of ateacher’s thoughts about what will be covered during a lesson. This means that before comingto the teaching process, a teacher should prepare systematic steps to be conducted in a class inorder to reach the objective of a lesson. However, most pre-service teachers are confused withthe designing process of lesson plan that is how to articulate the government curriculum intooperational details. For example, they do not know which activities to include in the lessonplan, and they do not understand how to determine indicators or “enabling objectives” (Brown,2007) for assessing students’ achievement in the lesson. Therefore, mentor coaching is seen asone of alternatives in helping pre-service teachers. Mentor coaching, as Nolan (2007, cited inZepeda, 2012, p. 165) said, is a “structured process whereby an experienced person introduces,assists, and supports a less-experienced person (the protege) in a personal and professionalgrowth process.” In the context of this study, the experienced person refers to the teacher/thelecturer in the class and the less-experienced person in this context refers to the pre-serviceteachers or student teachers. This study used action research as the method. Furthermore, thedata were obtained by distributing questionnaire and collecting pre-service teachers’ lessonplans as well as conducting an interview. In addition, after having designed a lesson plan withmentor coaching technique, the pre-service teachers were asked to reflect the process in orderto gain their perception about the mentor coaching technique. It is important to find whatthey think and feel about this mentor coaching process because it is expected that this type ofcoaching will be useful in helping pre-service teachers to write an effective lesson plan.
Critical thinking, literature and teachers’ instructional activities: An Indonesian case of community service program for English teachers Gandana, Isti; Nafisah, Nia; Imperiani, Ernie
English Language Teaching Educational Journal Vol 4, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i2.4279

Abstract

Critical thinking (CT) has generally been known as one of the core competencies of the 21st-century skills that students need to acquire to succeed in today’s world. To attain this goal, teachers undoubtedly have a critical role to play. Involving a group of Indonesian teachers of English, this study aims to explore the teachers’ initial conceptions of critical thinking as reflected in their planned classroom activities. Specifically, the data collected were in the form of written instructional activities that  used literary works as learning materials. These data were obtained following the teachers’ participation in an online workshop on promoting critical thinking through literature  held for English teachers from MGMP (i.e., English Teachers Working Group) in Bandung Regency. The workshop introduced a model of teaching critical thinking skills using literary works  and required the teachers to design their own instructional activities based on the proposed CT model. Adopting content analysis as the methodological tool to scrutinize the teachers’ prepared materials,  our initial findings indicate that, in general, the teachers had inadequate knowledge of how to incorporate  critical thinking skills into their teaching. Literature was seen merely as a tool to develop students’ linguistic abilities rather than as a way to explore humans’ experiences and to connect ‘the word and the world’. This study recommends that the teachers be given more time to better explore the concepts surrounding  critical literacy  pedagogy  as well as be given more opportunities  for practical application of the promoted instructional model.
“I was born and raised in Indonesia. Should I own English?” Exploring Indonesian students’ preferences and ownership of English Gandana, Isti Siti Saleha; Anjani, Nissa; Imperiani, Ernie
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1401

Abstract

The mushrooming of English varieties across the globe has been one of the consequences of the status of English as an international language, making it a pluricentric language. Despite the global attention towards English, little is known about how Indonesian learners relate personal preference to language ownership. Drawing on Kachru’s (1992) three concentric circles and Widdowson’s (1994) language ownership, this study explores a total of thirty-four final-year Indonesian university students’ preferences and sense of ownership towards English. Through a qualitative case study research design, in which a questionnaire and interviews were employed to collect data, the study pointed to American English to be the most preferred, and by far the most popular, English variety among the students, followed by British and Australian English. While the students’ preference was tightly connected to the kind of English they were mostly exposed to as they were learning the language, the findings confirm that the inner circle varieties still hold more currency in comparison to other varieties. Yet, despite the more than decade-long of knowing, learning and engaging with the language, most of the students felt ambivalent in regard to their sense of ownership toward English. They indicated that language ownership transcends the ability to speak the language; rather, it is intricately intertwined with one’s sense of identity. This study calls for a more concerted effort to familiarize students with the different varieties of English in the classroom, hence making them more aware of the ideological dimension—such as native-speakerism—attached to the language.
Co-Authors Anjani, Nissa Gandana, Isti Gandana, Isti Siti Saleha Lulu Laela Amalia Nia Nafisah