English Teachers’ Reaction on Teacher Training Program: A Survey

Undertaken in West Java, Indonesia

Dewi Listia Apriliyanti

and Fahriany

Faculty of Educatuional Sciences,Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia

Keywords: Teachers’ Reaction, Survey, Teacher Training, Online Mentoring, In Class Mentoring, Professional

Development.

Abstract: This paper is a preliminary study of larger research scales. The survey has conducted at the teacher-training

program, PLPG, as teachers' professional development in Indonesia. This survey aimed to investigate the

English teachers' reaction to their learning process while attending the PLPG. The majority of English

teachers are satisfied with the program qualities. The survey also revealed two major shortcomings of the

program. The first is lack of commitment from both instructors and teachers as learners during the learning

process. The second is the technical problems, for instance connection errors while online mentoring in

certain areas where the teachers lived. Therefore, this study offered several suggestions to overcome the

shortcoming while the training process.

1 INTRODUCTION

Nowadays, professional teachers have become an

interesting topic to be discussed (Fahriany, 2014).

Professional teachers are teachers that are capable to

meet all requirements as professional teachers and

get a salary that is commensurate with their hard

works (Ingvarson, Kleinhenz, & Wilkinson, 2007).

The capacity that must be possessed by professional

teachers should reflect the four characteristics as

follows; (1) able to instruct the learning materials

clearly; (2) able to guide the students’ in improving

their English competences in accordance with their

English skills; (3) being innovative teachers and

educative teachers; (4) being excellent role models

for students (Apriliyanti, 2018).

In addition, the Ministry of Education and

Culture (later on MOEC) stated in Law No.14/2005

(Guru dan Dosen, 2005) that professional teachers

must ‘have a bachelor degree, possess four teachers

competences—namely personal competences, social

competences, pedagogical competences and

professional competences—, have teacher

certification, healthy inside and outside, and have

capacities to achieve the curriculum target’

(Maulipaksi, 2016; Apriliyanti, 2018).

Notwithstanding, not all teachers in Indonesia have

the entire qualification as aforementioned, for

instance four competences. Moreover, the

administration assignments and teachers’

encumbrances compound their teaching load and

made teachers set aside of how the importance of

enhancing their capacity and knowledge of the

teacher was. Consequently, the decreased

performance qualities of English teachers because of

monotonous routine with unaccompanied the

refreshment of new teaching knowledge. Thus,

conducting training program of professional teachers

is became an emergency to be conducted as a means

enhancing teachers’ qualities (ACTEQ, 2003;

OECD, 2009).

Then, Indonesian government has established the

teacher training for teachers since 2005 until now,

namely Teacher Certification and continued with

PLPG. To maintain the training qualities, this

program has evaluated by various researchers. The

first evaluation was conducted by World Bank

longitudinal research finding in 2008 under the

Better Education through Reformed Management

and Universal Teacher Upgrading (BERMUTU)

program in which funded by Dutch government

(Apriliyanti, 2018, p. 1). The research found that

certification allowance that teachers’ got after the

training was upgrading the teachers’ qualities of life

in terms of financing issues but did not accompanied

with the significant improvement of teachers’ skills

and knowledge in teaching. In other word, the

certification program did help teachers to break the

652

Apriliyanti, D. and Fahriany, .

English Teachers’ Reaction on Teacher Training Program: A Survey Undertaken in West Java, Indonesia.

DOI: 10.5220/0009913906520658

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 652-658

ISBN: 978-989-758-458-9

chain of their economic problems simultaneously

but it is failed to achieve its goals and it could not be

a guarantee that the teacher is become professional

(Apriliyanti, 2018).

Then, to decrease the risk failure of the program,

the government held teacher competency test in

2012 as the pioneer of measuring teachers’

competences. The first candidates were the teachers

that were entered the teacher certification lists. The

passing grade points was 55-point at that time. As

the result, only few teachers who was achieved the

standard points (Apriliyanti, 2018, p. 1). Technical

obstacles had happen while conducting the test.

First, unsupported facilities and infrastructures that

could not facilitate the teachers as testers. Second,

only few teachers who have the capability in

operating computer. Third, the test activity program

seems to be forced and in a hurry so that the result

was not as the expected. Therefore, with the obstacle

and the urgency, the government through the

teacher-training institute (later on LPTK) held the

education and training of teacher profession program

(PLPG) for in-service teacher (World Bank, 2015;

Apriliyanti, 2018, pp. 1-2).

Afterward, in 2017, PLPG improved their

program qualities by changing the learning treatment

for the teachers. The training conducted for in-

service teachers appointed before 2016

(KEMENDIKBUD, 2017). These learning processes

held for two-month pre-condition mentoring via

online mentoring application called Konsorsium

Sertifikasi Guru (later on KSG) and continued with

100-hour learning in two-weeks at the in-class

mentoring sessions. After learning in the training,

teachers have to attend in a national examination test

(UTN) as the climax of the training sessions. The

total number of points that teachers have to collect is

80 points (KEMENDIKBUD, 2017).

The learning materials in the program contained

the knowledge materials based on the four

competencies that must be possessed by teachers

based in the regulation No.14/2005 article 10 (Guru

dan Dosen, 2005). The competencies are

pedagogical competence included personal and

social competence, and professional competence

included pedagogical competence such as English

teachers’ basic knowledge in English subject

material (KEMENDIKBUD, 2017). In addition, the

teacher education or teacher training should cover

the policies, procedures, provision designed to equip

teachers with the knowledge, attitudes, behaviours,

and skills in which are required to perform their

tasks effectively in the classroom, school, and wider

community (Kagoda & Itaaga, 2013; Samsujjaman,

2017). Educational training should provide

experienced trainers or mentors to train the teachers

as mentees and helped them to enhance their

abilities to do more productive behaviours

(Ingvarson, Kleinhenz, & Wilkinson, 2007;

Apriliyanti, 2018).

The previous research studies as aforementioned

above talked about the result of the training that

interrelated with the teachers’ competences

improvement as parts of professionalism of teachers

but they rarely talked about the training process in

teachers’ perspective itself. According to Donald

Kirkpatrick (2006), an expert on the training

program evaluation in the united states, mentioned

that the satisfaction of the trainees, in this case are

teachers, is necessary to be evaluated first before

evaluating the learning process, the behavioural

changes of teachers, and the outcome of the teachers

or the result effected by the program. The evaluation

as mentioned is commonly called the Four-Level of

Evaluation Model (Kirkpatrick & Kirkpatrick, 2006;

Apriliyanti, 2018). It means that, before evaluated

the improvement of the teachers’ competences and

their professionalism in teaching after PLPG, the

research or evaluator should gather the teachers’

perspective as trainees of PLPG and their responses

in terms of their satisfaction of the program as their

learning media. Thus, investigations of teachers’

reaction on the teachers’ training are needed in order

to develop an effective and an efficient training

program so that the program can improve their

qualities to engender quality teachers. Therefore,

this paper will discuss certain findings of an

evaluative study in terms of teacher training

feedback of the teachers.

1.1 The Highlight of the Study

This paper is a preliminary study of larger scales of

research entitled “English Teachers’ Competences

on PLPG: An Evaluative Study Based on

Kirkpatrics’ Model” (Apriliyanti, 2018). This study

is the first level of Kirkpatricks’ evaluation model

called level one: Reaction (Kirkpatrick &

Kirkpatrick, 2006). The reaction in this paper refers

to the expression of persons after they perceive the

stimulation. The trainees’ satisfaction evaluation

measured their reaction to the training (Kirkpatrick

& Kirkpatrick, 2006). The teachers’ reaction is

needed to seek their satisfaction with the training

program. In sum, this paper provides illustrations of

the findings as an effort to find the answer of ‘How

do English teachers’ react their training process on

PLPG as their teacher training development?’

English Teachers’ Reaction on Teacher Training Program: A Survey Undertaken in West Java, Indonesia

653

2 METHODOLOGY

This study was conducted the survey method and the

sample of this study was taken by using purposive

sampling. The population of this study was the entire

English teachers who attended PLPG 2017 in one of

Rayon in West Java Province. The samples of this

study were 27 English teachers who attended sixth-

session of PLPG. The domain of the questionnaires

were teachers’ reaction on PLPG 2017, their

confidence with their own competences, and their

comments of the programs. The indicators of the

survey is presented in Table 1.

Table 1:Survey’s Domain and Indicator (Apriliyanti,

2018).

NO DOMAIN INDICATOR

TOTAL

ITEM

NUMB

ER OF

ITEM

SCALE

Teachers’

satisfaction

on PLPG

2017

learning

process

1. Teachers

expressed

their feeling

after

following

PLPG

7 A1, 2,

3, 4, 5,

6, 7

Guttman

Scale and

checklists

2. Teachers are

able to give

their reaction

to the training

related with

the relevancy

of the

materials

with their

needs on

teaching

profession

13 S8, 9,

10, 11,

12, 13,

14, 15,

16, 17,

18, 19,

Likert

Scale

(point 1-

3. Teachers are

desire to

apply their

new

knowledge

from PLPG

into their

teaching and

learning

activities

3 S21,

22, 23

4. PLPG was

held in

comfortable

place

5 S24,

25, 26,

27, 28

Teachers’

confidence

with their

own

competences

Teachers have

their beliefs on

their

competences

5 S29,

30, 31,

32, 33

Teachers’

broader

perspective

on the PLPG

The English

teachers gave

their feedback

on the program

3 Q34,

35, 36

Open

Question

3 RESULTS AND DISCUSSIONS

This survey has conducted on PLPG 2017. Unlike

the previous PLPG training, in which used teachers’

document, UKG score and in-class (face-to-face)

mentoring session as the learning process, PLPG

2017 has added two-month online mentoring as

additional learning process before in-class mentoring

he teachers’ assumed that they could managed their

of this survey is divided into three major areas,

namely, (1) Teachers’ reaction on PLPG 2017; (2)

Teachers’ Experiences on Learning the Teachers’

competence knowledge; (3) Broader perspective on

the overall PLPG learning process.

3.1 Teachers’ Reaction on PLPG 2017

The reaction of teachers is gathered to get their

reaction for online mentoring session and in-class

mentoring session.

3.1.1 Online Mentoring

Based on the survey of 27 English teachers who are

attended PLPG 2017 in sixth session, 59% are

satisfied with the online mentoring session while

30% are unsatisfied with the online mentoring

session and 11% are somewhat liked or disliked with

the mentoring session. The pie chart of the response

is presented in Figure 1.

Figure 1: Teachers’ satisfaction of the online mentoring

session.

Figure 2: Teachers’ reason with their satisfaction on the

online mentoring.

In Figure 2 is described the percentage of teachers’

reason of their satisfaction with the learning process on

ICRI 2018 - International Conference Recent Innovation

654

online mentoring session. It interpreted that 35% of

teachers answered that the time flexibility participating the

mentoring session as their major reason why they liked the

online mentoring. The teachers’ assumed that they could

managed their time in mentoring participation with their

teaching tasks in their school and their personal needs.

Meanwhile, 22% teachers answered that place flexibility

as their reason. However, only 2% teachers that were

answered class discussion as their reason. It means that the

class discussion is unsatisfied the teachers in doing online

mentoring session.

In other words, online session gave the benefits for

teachers in terms of time flexibility in accessing the

mentoring session to reach out the module at anywhere by

using their smartphone or pc computer. However, because

of the flexibility, sometime, not all the teachers in the

mentoring group were online at the same time. This

condition resulted the forum discussion became passive.

Figure 3: Teachers’ reason with their dissatisfaction on the

online mentoring.

Diagram in Figure 3 interpreted that 39%

teachers unsatisfied with the mentoring concepts that

should apply in their job as a teacher were not

explained thoroughly in the online mentoring. 30%

of teachers have obstacles in report learning progress

assignments. In other words, even though online

mentoring gave them the freedom to manage their

time in learning, but the freedom also given to the

mentor in mentoring session. The learning concept

theories and others were not explained in detail

during the discussion session as the result of passive

discussion forum.

3.1.2 In-class Mentoring

Based on the survey of 27 English teachers who are

attended PLPG 2017 in sixth session, 85% are

satisfied with in-class mentoring session while 4%

are unsatisfied with the online mentoring session and

11% are somewhat liked or disliked with the

mentoring session. The pie chart of the response is

presented in Figure 4.

Figure 4: Teachers’ satisfaction of in-class mentoring

session.

While the teachers are asked about their reason

of why do they satisfy or like with in-class

mentoring, 21% teachers answered the instructor

capability in explaining the learning materials and

21% teachers answered the class content materials as

their major reason of why do they liked or satisfied

with in-class mentoring. In addition, only did 9%

teachers who were satisfied with the training

location. The reason of their reaction is presented in

Figure 5.

Figure 5: Teachers’ reason with their satisfaction with in-

class mentoring.

The survey investigation revealed that the

training materials were necessary to be given to the

teachers as a means enhancing their knowledge of

teaching competences. Even though, online

mentoring has faced many obstacles and

shortcomings such as learning commitments

between tutors and teachers for actively participating

in the forum. These shortcomings can be overcome

by in-class mentoring after the pre-condition

English Teachers’ Reaction on Teacher Training Program: A Survey Undertaken in West Java, Indonesia

655

sessions to contribute more in the teacher's

understanding in the PLPG training.

The survey concluded that in-class training

mentoring session is more favourable than online

mentoring. The major factor is that mentors’ role in

explaining and in participating on the discussion that

effected the teachers’ satisfaction.

3.2 Teachers’ Experiences on Learning

the Teachers’ Competence

Knowledge

The teachers’ competence knowledge that has

learned by the teachers were pedagogical

competence knowledge, personal competence, social

competence, pedagogical competence and

professional competence (KEMENDIKBUD, 2017;

Apriliyanti, 2018). To cover the four-competence

knowledge teachers, English teachers are given the

module of professional module whilst online

mentoring session. The module materials consist of

the English materials of logical connector, modality,

text and non-text, notice and announcement,

discussion, advertisement, description, news item,

narrative text, hortatory exposition, critical reading

and writing with its references (Apriliyanti, 2018).

While learning in-class or face mentoring,

English teachers were taught by professional

educators with its discipline. Generally, the in-class

mentoring session was to deepen the materials from

the module in online mentoring. Particularly, in this

in-class mentoring, the English teachers have

discussion with the mentor about how to teach the

English materials well. The materials that are

learned by English teachers in this session are

deepening of the English material subject for both

oral text and written text based on the grade of

English teachers study. In this mentoring, not only

did the mentors lecture the detail explanation of the

materials but also the mentor did demonstrate the

proper method and approach to teach the materials

in the class to attract the students in the classroom.

After the whole mentoring process is finished,

the teachers gave their opinion about the learning

process in terms of their satisfaction with the

training material and its learning process. The

teachers’ responses is presented in Table 2.

Table 2: Teachers’ response of their experiences on learning the teacher’s competence knowledge (Apriliyanti, 2018).

STATEMENT

Strongly

Disagree

Disagree Fair Agree

Strongly

Agree

8. The online mentoring provided well-

organized materials.

7% 11% 33% 41% 7%

9. I found the subject matter related to

my work duty and requirements.

0% 4% 15% 67% 15%

10. I submit my reports in time. 0% 4% 19% 37% 41%

11. Overall, the online session was useful

for me.

0% 11% 15% 63% 11%

12. The training meet my expectations. 0% 7% 15% 52% 22%

13. The training relevant to my teaching

circumstances.

0% 4% 19% 59% 19%

14. I applied my knowledge from the

training on my peer-teaching

practices.

4% 0% 4% 74% 19%

15. I will apply my improving knowledge

from PLPG into my work duty in

teaching English and in designing the

lesson plan.

4% 0% 4% 48% 44%

16. Online mentoring made me flexible to

attend on the mentoring forum.

4% 7% 7% 74% 7%

17. I felt comfort during the in-class

training program.

0% 4% 22% 59% 15%

18. Class participation was encouraged. 0% 4% 19% 70% 7%

19. I made a good relationship with other

trainees.

0% 4% 7% 59% 30%

20. After training, my pedagogical 0% 4% 11% 44% 41%

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STATEMENT

Strongly

Disagree

Disagree Fair Agree

Strongly

Agree

competence is improved.

21. After training, my personal

competence is improved.

0% 4% 7% 52% 37%

22. After training, my social competence

is improved.

0% 4% 7% 59% 30%

23. After training, my professional

competence is improved.

0% 4% 7% 52% 37%

24. PLPG is important to be conducted. 4% 0% 11% 48% 37%

Based on the survey data on Table 2, it

interpreted that 4% teachers were disagreed about

the statement of after the PLPG their pedagogical

competence has improved. 44% of teachers’ agreed

that their pedagogical competences is improved after

the PLPG training and 41% teachers were strongly

agreed with the statement.

Regarding to the personal competence, 4%

teachers were disagreed about the statement of after

the PLPG their personal competence improved. 7%

teachers were chose abstentions, 53% of teachers

agreed that their personal competence improved, and

37% teachers were strongly agreed that their

personal competence improved after following the

PLPG.

In addition, their beliefs of their social

competence after PLPG interpreted that 4% teachers

were disagreed about the statement of after the

PLPG their social competence improved. 7%

teachers were chose abstentions, 59% of teachers

agreed that their social competence improved, and

30% teachers were strongly agreed that their social

competence improved after following the PLPG.

They mentioned that the PLPG gave them the

experience to become acquainted with new faces of

English teachers who they could invite in

discussions related to English teaching. They

relationship remained good after the program. They

gathered in the SNS group.

In addition, after the PLPG activities

accomplished, the researcher asked the ability of the

teachers in terms the improvement of

professionalism and mastery of English material

after PLPG.

3.3 Broader Perspective on the Overall

PLPG Learning Process

Principally, PLPG as professional development for

teachers has provided the teachers ‘learning vehicle’

to enhance their capability as professional teachers

for their students. The commitment from both

teachers as the learners and the instructors as mentor

became issues in the successful of the training

outcomes. As R-002 said, ‘I suggest giving more

feedback from mentor to the participants because it

will more interactive online mentoring.’ It means

that the mentor has not interactive yet in the online

forum.

In addition, technical issues became the major

factors in applying online mentoring. As R-024

argued that ‘It will be better if the trainers and

mentor make a group on WA to discuss some

complicated materials, because we (trainer) don't

use the application (sergur) on our PC/laptop all the

time.’ The bandwidth connection problem is also

inhibited the online mentoring session became more

effective.

It is very unfortunate that human error and

technical problems that can indirectly have fatal

consequences during the training process that can

hinder the smooth learning process.

Notwithstanding, despite the shortcomings that

occurred during the online learning process, the

teachers reacted positive responses as their feedback

with the PLPG training as their professional

development. Deficiencies that occur during online

mentoring activities can be overcome through in-

class mentoring. As evidenced in the survey, 48%

teachers agreed and 37% strongly agreed with the

statement that the PLPG was important to be

conducted.

4 CONCLUSIONS AND

SUGGESTIONS

This study concluded that based on the results of the

survey, the majority of English teachers were

satisfied with the learning process in the training

program. Even though the shortcomings that

occurred during the training process, it did not

reduce the main essence of the PLPG on their

learning development based on their point of view.

English Teachers’ Reaction on Teacher Training Program: A Survey Undertaken in West Java, Indonesia

657

It would be better if there were strong

commitments from mentors and teachers as learners

to make online mentoring more interactive and more

attractive so that even though the PLPG was over,

the online learning forum could continue to run as an

effort to maintain teacher competencies even better.

ACKNOWLEDGEMENT

The acknowledgment is delivered to the Faculty of

Educational Sciences, Universitas Islam Negeri

Syarif Hidayatullah Jakarta. In addition, Apriliyanti

acknowledges her gratitude to the Indonesia

Endowment fund for Education (LPDP) for the full

funding support of the whole research.

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