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All Journal Journal of English Language and Culture Language Circle : Journal of Language and Literature
Attabik, Muhammad Haikal
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF ENGLISH TEACHERS’ STRATEGIES IN TEACHING KELAS UNGGULAN AT ISLAMIC JUNIOR HIGH SCHOOL Attabik, Muhammad Haikal
Journal of English Language and Culture Vol 14, No 2 (2024): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i2.4700

Abstract

This study analyses English teachers’ strategies in teaching kelas unggulan, focusing on their implementation of various teaching strategies. The findings reveal that teachers use various teaching strategies, such as Direct Instruction, Cooperative Learning, Small Group Work, Problem-Solving, and Role-Play, but do not address the 21st-century teaching-learning approach of inquiry, discovery, critical thinking, communication skills, creativity, and digital literacy. Internal and external inhibiting factors, such as a shortage of training, limited mastery of teaching strategies, lack of professional development, and unfamiliarity with education technology, hinder teachers’ ability to apply these strategies effectively. To overcome these challenges, teachers seek random teaching strategies, participate in training outside of school, and collaborate with teachers who understand education technology. Internal factors include teacher confusion about students’ unreadiness and a lack of pedagogical competence. External factors include students’ lack of English proficiency, which can be addressed through practice time, vocabulary memorization, and repetition. However, these methods are no longer compatible with 21st-century learning requirements. The study suggests that the concept of kelas unggulan should be reconsidered, and a new investment in teacher professional development is urgently needed.
Pre-Service English Teachers' Goals and Beliefs in the Indonesian PPG Program Attabik, Muhammad Haikal; Zainiza, Mailiza
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.34552

Abstract

This study investigates the professional goals and beliefs of pre-service English teachers participating in Indonesia’s Teacher Professional Education (PPG) Program, a pivotal initiative designed to strengthen teacher competence and identity. While prior studies have focused on policy and structural aspects of the PPG, little is known about how pre-service teachers internalize professional goals and beliefs within this program’s reflective learning context. Addressing this gap, the present study adopts a small-scale exploratory case study involving three pre-service English teachers at a state university in West Java. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldaña’s (2014) framework to derive thematic insights into participants’ motivational orientations and evolving professional beliefs. Findings reveal that participants’ motivations combined intrinsic ideals such as pedagogical growth and moral purpose with extrinsic considerations of certification and career advancement. Their professional goals shifted from self-improvement toward broader commitments to educational transformation, while beliefs about English teaching expanded from linguistic transmission to global competence facilitation. These findings underscore that professional identity in the PPG context develops through the interaction of motivational and belief systems shaped by both policy expectations and personal reflection. The study contributes to teacher education research by providing contextualized, in-depth insights into how pre-service English teachers in Indonesia construct professional identity amid systemic reforms. Implications are offered for designing PPG curricula that explicitly integrate goal-setting, belief development, and reflective mentorship.
Co-Authors Zainiza, Mailiza