An Analysis of Sumbawa Vocational High Schools English Foreign Language Teachers’ English Proficiency

Topan Rahmatul Iman; Fatmawati Fatmawati; Efan Yudha Winata

doi:10.52208/klasikal.v5i3.977

Authors

Topan Rahmatul Iman Sumbawa University of Technology
Fatmawati Fatmawati Bahasa Inggris, SMKN 3 Sumbawa Besar, Jln. Unter Iwes No. 1, Kerato, Sumbawa
Efan Yudha Winata Psikologi, Faculty of Psychology and Humanity, Sumbawa University of Technology, Jln. Raya Olat Maras Nomor 1, Batu Alang, Sumbawa

DOI:

https://doi.org/10.52208/klasikal.v5i3.977

Keywords:

Analysis; EFL teachers; English Proficiency

Abstract

The aim of the study is to analyze the English proficiency of VHSs EFL teachers in Sumbawa. In Indonesia, English is considered a foreign language and a mandatory subject that has to be taught at schools. Especially at Vocational High School (VHS), neither current nor official records of English as a Foreign Language (EFL) teachers’ proficiency levels exists in our national databases (Yusuf and Novita, 2020). It could be argued that many English teachers in Indonesian schools fall under the category of less-skilled professionals with the lack of adequate competences to teach the language (Renandya, Hamid, & Nurkanto, 2018). The participants of the study consisted of 30 VHSs EFL Teachers of Sumbawa. The data collected using TOEFL like test, and it was analyzed in thre steps; correcting the TOEFL score, converting it into CEFR level, and intepreting the data. The results of the study show that the English proficiency of the VHSs EFL teachers is range from A1 to B1 which the majority of the participating teachers’ language proficiency are still at the CEFR A2 level. Regarding the strong points, it shows that the participants perform better at listening comprehension compared to the other two sets of skills tested. Based on the analysis of their numbers of correct answers, SWE section seemed to be a weak point for nearly every participant.

References

Ananda, R. (2016). Problems with section two ITP TOEFL test. Studies in English Language and Education, 3(1), 35-49.

EF Epi 2022 – Indeks Kecakapan bahasa inggris EF. EF EPI 2022 – Indeks Kecakapan Bahasa Inggris EF. (n.d.). https://www.ef.co.id/epi/

Hambali, M. (2008). Shortcut Strategies in Analyzing Sentence Structures in TOEFL. Jurnal Bahasa dan Sastra, 9(2), 82-88.

Hannigan,Michael R. 'Cooperative learning in elementary school science.' Educational Leadership; v 47 n4 .1990.

https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions

ITP Band Descriptor (N.d.). Retrieved from https://www.ets.org/pdfs/toefl/toefl-itp-level-1-score-descriptors.pdf

Kassing, R. B. (2011). Perceptions of motivational teaching strategies in an EFL classroom: The case of a class in a private university in Indonesia. Victoria University of Wellington.

Khalida, A., & Refnaldi. (2020). Vocational High School students’ needs on English speaking learning materials for Hospitality Study Program. Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019). https://doi.org/10.2991/assehr.k.200306.039

Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge, England: Cambridge University Press.

Liando, N. (2013). Success in learning English as a foreign language. LITERA, 8(2). https://doi.org/10.21831/ltr.v8i2.1209

Mahmud, M. (2014). The EFL Students’ Problems in Answering the Test of English as Foreign Language (TOEFL): A Study in Indonesian Context. Theory and Practice in Language Studies, 4(12), 2581-2587

Okezone. (2016, March 10). Rata-Rata Skor Toefl di Indonesia di bawah 500 : Okezone Edukasi. https://edukasi.okezone.com/. https://edukasi.okezone.com/read/2016/03/10/65/1332176/rata-rata-skor-toefl-di-indonesia-di-bawah-500

Putri, N. E., Kher, D. F., & Rani, Y. A. (2018). English For Specific Purposes : English Language Needs in Hospitality and Travel Industry, 1(1), 1–17.

Richards, J. C. (2017). Teaching English through English: Proficiency, Pedagogy and Performance. RELC Journal, 48(1), 7–30. https://doi.org/10.1177/0033688217690059

Renandya, W., Hamid, F. & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and Prospects. The Journal of Asia TEFL 15(3): 618-629.

Sulistiyo, U. (2009). Learning English in an Indonesian university: A study of learners’ preferred activities. La Trobe University.

Sulistiyo, U. (2016). ENGLISH LANGUAGE TEACHING AND EFL TEACHER COMPETENCE IN INDONESIA. Universitas Negeri Padang

Sureepong, P. (2018). EFL learners and their success in learning English in the Thai context. Arab World English Journal, 9(4), 136–145. https://doi.org/10.24093/awej/vol9no4.9

Tsang, A. (2017). EFL/ESL Teachers’ General Language Proficiency and Learners’ Engagement. RELC Journal, 48(1), 99 –113. https://doi.org/10.1177/0033688217690060

Understanding language proficiency: LTI. Understanding Language Proficiency | LTI. (n.d.). https://www.languagetesting.com/lti-information/understanding-proficiency#:~:text=Language%20proficiency%20specifically%20describes%20one’s,range%20of%20topics%20and%20settings.

Wulyani, A. N., Elgort, I., & Coxhead, A. (2019). Exploring EFL teachers’ English language proficiency: Lesson from Indonesia. Indonesian Journal of Applied Linguistics, 9, 263 – 274. Doi: 10.17509/ijal.v9i2.20217

Wright, S. W. & Sukur S. G. (2012). Soal-Soal Grammar TOEFL. Yogyakarta: Kalarana Press.

Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesia Journal of Applied Linguistics, 3(1), 1–16.

Yusuf, F. N., & Novita, O. E. (2020). EFL teachers’ perceived language proficiency and teaching effectiveness. Indonesian Journal of Applied Linguistics, 9(3), 580–588. https://doi.org/10.17509/ijal.v9i3.23208