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All Journal Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Tias, Silfia Asning
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Education

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THE ROLE OF FRAMEWORK IN ENGLISH LANGUAGE TEACHING (ELT) IN ASEAN: VOICES FROM REGIONAL ENGLISH EDUCATORS Tias, Silfia Asning; Tongjean, Waraporn
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 1 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i1.23295

Abstract

This study examines the role of a framework in English Language Teaching (ELT) in ASEAN countries through the lens and experiences of regional English educators. Utilising a qualitative research design to examine three central questions: the frameworks used, the challenges of implementation and integration of the framework in classroom practice. The data collection was conducted through interviews with approximately 18 English educators from multiple regions in ASEAN countries. Findings bring attention to the frameworks which are commonly referenced, such as Communicative Language Teaching (CLT) and the Common European Framework of Reference (CEFR). The implementation is often shaped by contextual constraints, including facilities and infrastructure, educators’ competencies, learners’ proficiency and institutional or national policy. Additionally, the discussion reveals a diverse range of approaches influenced by local, national, and international ELT models. Teachers reported both benefits, such as improved clarity and coherence in lesson planning, as well as challenges, including mismatches between framework assumptions and classroom realities. The study highlights the importance of critical reflection in adapting the frameworks, emphasising the need for localised pedagogical strategies that empower educators to make context-sensitive decisions. These insights contribute to ongoing discussion on responsive ELT practices in linguistically and culturally diverse settings.
In-service Teachers' Belief and Perspectives on Indonesia's Teacher Professional Education Programme: A Quantitative Study Tias, Silfia Asning; Sutrisno, Sutrisno; Tongjean, Waraporn
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 18, No 2 (2024)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v18i2.21216

Abstract

This study investigates in-service teachers’ beliefs and perspectives towards teaching, and in specific concerning their participation in the TPE. This research seeks to understand teachers’ beliefs and values in teaching and learning, their needs regarding professional development, their perspectives on the TPE, and how their needs are accommodated in the TPE. This quantitative study involved in-service teachers (n=34) partaking in the TPE and the data collection using a closed-question questionnaire as the research instrument. This study uses descriptive statistics of Relative Important Indices (RII) as data analysis, which is a statistical tool to determine the factors that give weight to the respondents' perceptions by their level of importance. The findings of this study provide insights into teachers’ beliefs toward teaching and their professional practice, which lead to an understanding of their needs for professional education and acknowledging their views of the level of facilitation of their needs in the TPE. The findings highlight teachers’ beliefs in collaboration that are in line with their positive perspective of TPE, which has facilitated collaboration during the programme. The data also shows that 79% of respondents agree that assessment and classroom management should be a priority in the teacher education programme, which is aligned with their views that designing assessment was well facilitated during the subject-specific pedagogy workshop during the TPE. As a high-stakes programme held by the government to improve teachers’ quality in Indonesia, based on the findings it is recommended that TPE be revisited from the teacher’s perspective as the primary stakeholder, such as classroom management training.
Co-Authors Sutrisno, Sutrisno Tongjean, Waraporn