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Teachers' strategies in using teaching and learning resources to facilitate students' English language learning : a focus in West Sumatran primary schools, Indonesia

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Septy, Adzanil Prima (2004) Teachers' strategies in using teaching and learning resources to facilitate students' English language learning : a focus in West Sumatran primary schools, Indonesia. PhD thesis, University of Tasmania.

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Abstract

This study examined Indonesian teachers' strategies for using English
teaching and learning resources in the context of English as a foreign languagean
elective subject-as taught in West Sumatran primary schools. The strategies
reflected the important role of teachers in facilitating young students' English
language learning. This study was considered against a background of critical
concerns about teachers' competence, applicability of current teaching methods,
and appropriateness of materials used for teaching English, which were central to
debates in the context of the 1994 national curriculum system.

To identify teachers' strategies, teachers' views on issues of socio-culture,
curriculum, and their teaching experience were examined in relation to the ways
in which they managed their classrooms. Their students' participation in
classroom activities was also examined in relation to the effectiveness of the
teachers' strategies. Examining these resource-use strategies could suggest a more
comprehensive framework for understanding teachers' decision making, which
incorporates contextual factors as well as traditional curriculum and teaching
practices. It could also enhance primary school English programs.

Study data were based on a questionnaire, interviews and classroom
observation sessions, collected over two school terms from March to November
2001, in private and public primary schools in the city of Padang and surrounding
cities in West Sumatra province, Indonesia. Of the 147 teachers who responded to
the questionnaire, 14 also participated in a number of interviews and classroom
observations.

The study results indicated that teachers' strategies in teaching English and
their use of teaching and learning resources to facilitate students' English language
learning reflected the significance of particular aspects of socio-culture,
curriculum, and teachers' teaching experiences. The importance of socio-culture
was indicated through the teachers' consideration of the students' backgrounds, the
contextual background, and their own background. Several curriculum
components were emphasised within their teaching. Teachers' teaching
experiences were reflected in their application to their resource use of their
knowledge of and familiarity with the aspects identified. These aspects were
reflected in the ways in which teachers managed classroom teaching and learning
activities, as indicated through certain types of teacher talk, classroom interaction,
and classroom organisation.

The influence of these aspects was also indicated in students' responses to
teachers' classroom management. Students' responses reflected their language
development and acquisition process, their personalities in classroom interaction,
and their learning strategies; and provided insights into how classroom activities
and English teaching and learning resources were effectively managed.

Item Type: Thesis (PhD)
Keywords: English language, English language
Copyright Holders: The Author
Copyright Information:

Copyright 2004 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (Ph.D)--University of Tasmania, 2004. Includes bibliographical references

Date Deposited: 03 Feb 2015 03:20
Last Modified: 11 Mar 2016 05:54
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