THE ENGLISH TEACHER’S PROFICIENCY IN SOUTH SULAWESI: ITS IMPLICATIONS TO THE TEACHER’S PERFORMANCE
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Abstrak
In this article, it referred to the implications of proficiency to the teacher’s performance in the classroom in South Sulawesi. Most of English teachers associate level of language proficiency with greater powerful teaching performance skills. This research was descriptive qualitative research in South Sulawesi, the participants consisted of several qualified teachers aged from 30 – 40, and they have been teaching more than 10 years, all of the participants interviewed felt strong desire about the implications of proficiency. The data were collected from observation, interview and documents and it was analyzed in interpretation to draw inferences and conclusions based on the description data. The result of this research provided a great interpretation of proficiency and its excessive implication for teaching English, the higher level of language proficiency is, the better performance of the teacher is. It is needed to investigate more about the role of language proficiency to determine the teachers’ performance.
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Ishak, I. (2021). THE ENGLISH TEACHER’S PROFICIENCY IN SOUTH SULAWESI: ITS IMPLICATIONS TO THE TEACHER’S PERFORMANCE. English Review: Journal of English Education, 10(1), 187-194. https://doi.org/10.25134/erjee.v10i1.5368
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Referensi
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Phytanza, D. T. P., & Burhaein, E. (2020). The effects of tenure, teacher certification, and work motivation on special needs teacher performance. Universal Journal of Educational Research, 8(9), 4348–4356.
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618.
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Saruhan, S. C. ve Yıldız, M. L. (2012). İnsan Kaynakları Yönetimi. İstanbul: Beta Yayıncılık.
Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), 201–208.
Sumual, M. Z. I., & Ali, M. (2017). Evaluation of primary school teachers’ competence in implementing 2013 curriculum: A study in Tomohon City. Journal of Education and Learning, 11(3), 343–350.
Suyansah, Q., & Gabda, D. (2020). An analysis of the effect of English proficiency towards students’ academic performance in University of Malaysia Sabah. Universal Journal of Educational Research, 8(3B), 83–88.
Taylor, B. M. (2015). The integrated dynamics of motivation and performance in the workplace. Performance Improvement, 54(5), 28–37.
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 1–14.
Tsang, A. (2017). EFL/ESL teachers’ general language proficiency and learners’ engagement. RELC Journal, 48(1), 99–113.
Usman, B., Silviyanti, T. M., & Marzatillah, M. (2016). The influence of teacher’s competence towards the motivation of students in learning English. Studies in English Language and Education, 3(2), 134–146.
Weda, S., & Sakti, A. E. F. (2018). The relationship between study anxiety and academic performance among English students. XLinguage "European Scientific Language Journal", 11(2), 718–727.
Alabdulkareem, S. A. (2016). The impact of science teachers’ beliefs on teaching science: The case of Saudi science teachers. Journal of Education and Learning, 5(2), 233–249.
Bradford, A. (2019). It’s not all about English! The problem of language foregrounding in English-medium programmes in Japan. Journal of Multilingual and Multicultural Development, 40(8), 707–720.
Bråten, I., & Ferguson, L. E. (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education, 50, 13–23.
Cappelli, P., & Tavis, A. (2016). The performance management revolution. Harvard Business Review, 94(10), 58–67.
DeKeyser, R. (2016). Of moving targets and chameleons: Why the concept of difficulty is so hard to pin down. Studies in Second Language Acquisition, 38(2), 353–363.
Ekperi, P., Onwuka, U., & Nyejirime, W. (2019). Teachers’ attitude as a correlate of students’ academic performance. International Journal of Research and Innovation in Social Science (IJRISS), 3(1), 205–209.
Ertürk, M. (2018). İnsan Kaynakları Yönetimi. İstanbul: Beta.
Garza, T., Huerta, M., Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F. (2018). Science classroom interactions and academic language use with English learners. International Journal of Science and Mathematics Education, 16(8), 1499–1519.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research: Competencies for analysis and applications. Pearson Higher Ed.
Gee, J. P. (2010). How to do discourse analysis: A toolkit: A toolkit. Routledge.
Hua, T. K., Nor, N. F. M., & Jaradat, M. N. (2012). Communication strategies among EFL students-An examination of frequency of use and types of strategies used. GEMA Online Journal of Language Studies, 12(3).
Ishak, I. (2020). The strategies of english language teaching at IAIN Bone. Paper presented at The Second International Conference on English Education.
Maba, W., Perdata, I. B. K., & Astawa, I. N. (2017). Constructing assessment instrument models for teacher’s performance, welfare and education quality. International Journal of Social Sciences and Humanities (IJSSH), 1(3), 88–96.
Macugay, E. B., & Bernardo, A. B. I. (2013). Science coursework and pedagogical beliefs of science teachers: The case of science teachers in the Philippines. Science Education International, 24(1), 63–77.
Mahboob, A., & Dutcher, L. (2014). Dynamic approach to language proficiency—A model. In Englishes in Multilingual Contexts (pp. 117–136). Springer.
Mahmud, M. (2017). Communicative styles of English students at the State University of Makassar. GEMA Online Journal of Language Studies, 17(1).
Mantra, I. B. N. (2017). Promoting primary school teachers’ competence through dynamic interactive workshop and partnership. International Journal of Linguistics, Language and Culture (IJLLC), 3(1), 1–6.
Moazen, M., Kafipour, R., & Soori, A. (2016). Iranian EFL learners’ perception of the use of communication strategies and gender effect. Pertanika Journal of Social Sciences & Humanities, 24(3).
Özgenel, M., & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417–434.
Phytanza, D. T. P., & Burhaein, E. (2020). The effects of tenure, teacher certification, and work motivation on special needs teacher performance. Universal Journal of Educational Research, 8(9), 4348–4356.
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618.
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7–30.
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge University Press.
Saruhan, S. C. ve Yıldız, M. L. (2012). İnsan Kaynakları Yönetimi. İstanbul: Beta Yayıncılık.
Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), 201–208.
Sumual, M. Z. I., & Ali, M. (2017). Evaluation of primary school teachers’ competence in implementing 2013 curriculum: A study in Tomohon City. Journal of Education and Learning, 11(3), 343–350.
Suyansah, Q., & Gabda, D. (2020). An analysis of the effect of English proficiency towards students’ academic performance in University of Malaysia Sabah. Universal Journal of Educational Research, 8(3B), 83–88.
Taylor, B. M. (2015). The integrated dynamics of motivation and performance in the workplace. Performance Improvement, 54(5), 28–37.
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 1–14.
Tsang, A. (2017). EFL/ESL teachers’ general language proficiency and learners’ engagement. RELC Journal, 48(1), 99–113.
Usman, B., Silviyanti, T. M., & Marzatillah, M. (2016). The influence of teacher’s competence towards the motivation of students in learning English. Studies in English Language and Education, 3(2), 134–146.
Weda, S., & Sakti, A. E. F. (2018). The relationship between study anxiety and academic performance among English students. XLinguage "European Scientific Language Journal", 11(2), 718–727.