Revitalizing the Roles of EFL Teachers Forum for Developing

Teachers Professionalism

Intan Dina Fitri

University of Muhammadiyah Gresik

Keywords: EFL Teacher Forum, Revitalizing, Teacher Professional Development.

Abstract: EFL Teachers Forum becomes the most famous teacher forum to support teacher professional development

in Indonesia. Since, it is held on the whole areas geographically from urban to the rural area. It is expected

to be the best way to develop teacher’s competence and skill in learning and teaching process. This study

analyzes the role and evaluates EFL teacher forum that need to be revitalized for developing teacher

professionalism. Using case study methods, the findings indicate that EFL teacher forum still has not

covered the innovative learning and teaching strategy. This forum is very focused in the socialization of the

new curriculum called K-2013 and how it is implemented in the learning equipment such as lesson plan,

syllabus and assessment aspect. As suggestion of this research, EFL Teachers Forum has to be concerned in

innovative learning and teaching strategies based on technology.

1 INTRODUCTION

In recent years, teacher professional development

(TPD) has become a crucial issue to be researched

(e.g. Mona Tabatabaee-Yazdi. 2018., Kohli R.2018.,

David N. Schaaf. 2018., Mazzotti, L. V. et al.

2017.,Babinski, M. Leslie at al, 2017., and Bo-Ruey

Huang. 2016). By definition, TPD refers to activity

enables to increase teacher’s knowledge, sharpen

their skills, and develop new teaching

techniques(Darling-Hammond et al. 2009). The keys

to be effective teacher professional development are

practicality, specificity, and continuity. (Popova et

al., 2016). Practicality, it means teachers are trained

based on classroom’s problem by using kinds of

concrete methods. (Walter & Jessica, 2012),

specificity,it means the training programs pays

attention on a subject area. Then continuity, it means

teachers are trained continually, not only one day-off

(Yoon at al., 2007).

Within Indonesian context, TPD has also

attracted to be researched by many educators and

scholars especially for EFL teachers forum as one of

TPD’s type in Indonesia. As mentioned by Hidayat,

Y. (2017), EFL teacher forum’s policy does not have

significant influence to the management and

effectiveness of English learning. Lack of

socialization among EFL teacher forum’s board and

the member of it becomes the biggest factor

determining the success of EFL teacher forum’s

activity. Therefore, many efforts have to be done to

make this program better. Thamrin (2011) proposed

that a TPD program should be designed to fit the

teaching backgroundand subject area of participants

and provide internal (e.g. school principals), and

external support (e.g. teacher trainers) to support

them in teaching practice.

Moreover, it is reported by Rodhi (2015)

andSanda, S. (2016) that EFL teachers forum

contributes greatly to the development of teacher

professionalism. However, the findings of previous

studies also conversely showed that the activity of

EFL teachers forumwere not optimal. In this point of

view is felt the necessary to revitalize this teacher

forum.Therefore, teachers can overcamemany

problems that will be faced in the duties and

functions practice effectively (Azhari at al, 2017).

To respond the need for revitalizing the activity

of EFL teacher’s forum that has never been

researched, this study calls for a reconceptualization

of the appropriate activity for EFL teacher’s forum.

It analyzes how great EFL teacher’s forum support

teacher professionalism, which part show to be

evaluated in order to make an ideal EFL teacher’s

forum activity and how EFL teacher’s forum could

be revitalized for developing teacher

professionalism.

Fitri, I.

Revitalizing the Roles of EFL Teachers Forum for Developing Teachers Professionalism.

DOI: 10.5220/0009020400002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 307-316

ISBN: 978-989-758-470-1

307

2 LITERATURE REVIEW

2.1 Teacher Professional Development

Warford (2011) has developed Vygotsky’s Zone of

Proximal Development approach to educate teachers

in the Zone of Proximal Teacher Development

(ZPTD). Warford (2011) said ZPTD as “the distance

between what teacher trainees are able to do on their

own and a proximal level that they are obtained of

attaining with the guidance and strategic mediation

of an expert in the field” (p.253). Warford (2011)

explained that teacher education curriculum based

on Vygotskyan approach should be mediation

between teachers’ prior teaching experiences, their

pedagogical knowledge and observation as well as

their beliefs about pedagogy. Having said this,

instead of filling teaching candidates with facts,

trainees create their own meaning by wielding the

cultural tools supported by Vygotsky’s theory.

Rolando at al,.(2014) mentioned Bloom’s

Educational Objectives included remembering,

understanding, applying, analyzing, evaluating and

creating are well integrated with ZPTD in designing

in-service teachers programs. As shown in Table 1,

ZPTD starts withteachers’ reflection (self-

assistance) on their prior experiences and beliefs,

and moves toward experts’ assistance

(Tayebeh&Farid, 2011). Each stage progresses

sequentially complying to Bloom’s Educational

Table 1. Adaptation of ZPTD and Bloom’s Taxonomy into

in-service teacher programs (Razak Abdul Rafiza,

KaurDalwinder, HaliliHajarSitiand RamlanZahri: 2016)

ZPTD Bloom’s

Taxonomy

Sample

Interventioni

Dynamic

Assessments

Sample

Interactionist

Dynamic

Assessments

I. Self-

assistance

[Stage II

in ZPD]

Remembering

Understanding

Preparing

learning

autobiographi

es,

Responding to

prompts about

prior

experiences

Discussion,

sharing

autobiographi

es, follow-up

questions

II. Expert

other

assistance

[Stage I in

ZPD]

-Applying

-Analyzing

Analysis of

teaching

practices

(demonstratio

ns, videos,

field

observation)

Role-

taking/playing

Leading

questions and

followup

discussion

Processing

role plays

Oral quizzes

Forced choice

quizzes

(written)

WebQuests

Cubing

exercises

III.

Internaliza

tion

-Evaluating Journaling

Micro-

teaching

Candidate

statement of

teaching

philosophy

Discussion,

dialogic

partners

IV.

Recursion

-Creating Journaling

Clinical

reflective

reports:

collecting

information

and

making

warranted

claims for

change

On-line forum

Role

taking/playing

Discussion,

sharing

autobiographi

es, follow-up

questions,

post-

observation

conferencing.

Processing

role-plays

Defining teacher professional development

(TPD), it is one of the key determinants in

improving knowledge, attitudes, and skills of a

teacher (Sanda, S. 2016). There are seven

characteristics of effective TPD. It has to be content

focused, incorporatingactive learning,

supportingcollaboration among participation, uses

effective practice model, provides training and

expert support, offers opportunities for reflection

and feedback, and havingan appropriate duration.

It should be content focused means that TPD

has to be focused on teaching strategies which

associated with certain curriculum supporting

teacher learning in the context of teachers’

classroom. Incorporates active learning means it

facilitatesteachers to design and try out the strategy

of teaching. Supports collaboration means that TPD

facilitates teachers to share their ideas and

collaborate it in their learning.Uses effective practice

modelmeans instruction model provide a clear vision

for teachers of best practices in the classroom look

like.

Provides training and expert support means

TPD provides training and expert to support their

expertise about teachers’ individual needs. Offers

feedback and reflection means high-quality

TPDfacilitatesthe time for teachers to think, receive

about the given material, and make changes to their

learning practice. The last is it should be sustained

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duration means that effective TPD provides teachers

with an appropriate time to learn, implement, and

evaluate new strategies in their practice. (Darling-

Hammond, L. at al, 2017).

2.2 EFL Teacher Forum

EFL Teacher forum is Indonesian model of English

teachers’ working groups (TWGs). It is suitable

places for keeping and improving teacher

professionalism and for enhancing their PD on the

regular basis. TWGs are a group to support teacher

professionalism that isused by many countries (Leu,

2004: 3). With the essential of teacher forum for

TPD, many efforts have been made to create a better

management quality for this teacher forum. It

included the improvement of organization standards,

program, management, facilities and infrastructures,

human resources, budget, and quality assurance. The

standardized programs falls into three groups:

general, core, and supporting programs, with the

core programs containing routine and development

programs. Routine programs mostly deal with

teachers’ daily work such as designing syllabus,

teaching plans and materials. While, development

programs concern with activities for increasing

teacher professionalism, such as, seminars and

workshops

2.3 Previous Study

Teacher TeacherProfessional Development (TPD)

has been conducted to be the effective way in

improving teacher quality. It is proved by empirical

evidence conducted in development country by

Yoon et al. (2007) found that the teacher who

participated in TPD programs have the improvement

of theirstudent’s academic achievementby 0.54

standard deviations comparing to students whotheir

teachers did not participate in TPD. These positive

findings lend credence to the efforts of policymakers

from developing countries to improve the quality of

teaching trough TPD program.

Practically, workshop becomes the most

common type of TPD program in the world.

However, Current professionaldevelopmentprogram

such as workshops still do not reach a significance

result within learning practice(McMillan, M. J.

&Renzaglia, A. 2014). Giving teacher incentives can

also create other challenges. It is reported that the

developing nations spend many millions in a year to

strengthen teachers (Calderon. 2014, and World

Bank. 2014). In a teacher incentive program in

Mexican secondary schools, it identified that student

cheating are upgrading in the learning process

(Behrman et al. 2015). While in the United States,

teacher’s cheating are found highly when incentives

are increased too (Jacob et al. 2003).

Therefore, TPD not only needs a big fund

allocation for teacher, but also an appropriate

program to be applied in their learning and teaching.

Mazzotti, L. V (2017) stated that government has to

developTPDin each local district, so that it will

resultvariety programs and practices among

teachers. Having the same finding, Bo-Ruey Huang

(2016) also showed that in Taiwan, teacher

professional development has approach for

undergoing a governance shift, with state power

being gradually decentralized to local authorities,

schools and teachers, and emerging new methods of

conceptualizing teacher professional development to

make a better TPD.

Within EFL teacher’s forum as a part of TPD, it

is found that teachers’ practices of continuing

professionaldevelopment (CPD) strategies and

teachers’ success have a strong positive

correlation.(Yazdi Tabatabaee M. at al: 2018).

However, it has to be accompanied by an exact

program to fulfill teacher’s needs. Schaaf (2018)

stated that many teachersdo not supported by

technology in their learning process because lack

competence. These teachers have become dependent

upon professionaldevelopment (PD) to gain these

skills. Therefore, TPD has to be concerned with this

necessary. Such case found in Turkey’s curriculum

that Ministry of National Education (2017)

emphasized learner-centered and constructivist

instruction could be supported by technology. It is

stated that this instructional technologies could

increase students’ abilities. However, according to

Uslu, Ö. (2017) teacher-centered activities without

integrating technology are still seen in turkey’s

class. So that, a good program established by

government must be supported by monitoring and

evaluating during realization of TPD.

3 METHODOLOGY

This qualitative research employed a case study

design in order ‘to capture and produce an indepth

description’ (Ary at al, 2006: 454) of the

organization structure, system and activity of EFL

Teacher Forum of 30 State Junior high schools in

Gresik regency and its capacity to create a better

learning and teaching. Sharan Merriam (2009)

explaines that the qualitative case study analysis

needs the use of non-probability sampling.Merriam

Revitalizing the Roles of EFL Teachers Forum for Developing Teachers Professionalism

309

suggests that researchers can use the most popular

type of non-probability sampling, purposive

sampling. Purposive sampling encourages analysts

to pick case studies that are “information-rich”

(Merriam, p.77). This method used by investigator

to discover, understand, gain insight and must select

a sample from which the most can be learned”

(Merriam, p.77).

The study lasting from March 2018 to the third

week of July 2018 used 25 respondents consisted of

the 4 stakeholders of EFL teacher forum within 2

periods (2015-2017, and 2018-2020), 2 senior and

junior teacher who participated in EFL teacher

forum, 10 members of EFL teacher forum, 5 experts

and also 2 policy makers of this forum in Gresik

regency.

In order to have EFL teacher forum

descriptively and well pictured, the study utilized

interview, documentation, and observation for

gathering data as Aryet al. (2006: 431) recommend,

producing a collection of interview transcripts,

documents, fieldnotes, and research journal. So that,

data could be well analyzed and fairly interpreted so

as to present reasonable conclusions.

The stakeholders who included the committees

and coach of those periods were asked to participate

in two in-depth interviews. They were interviewed

in varied topics related to EFL teacher forum. Senior

and junior teacher who participated in EFL teacher

forum were also interviewed to have their point of

view of EFL teacher forum related to their needs in a

class. Besides, they were observed in the way they

teach in a class. Then, the researcher compared the

different method of their both teaching in a class to

know the influence of EFL teacher forum program

they have gotten.

The members of EFL teacher forum are also

asked about the role of this forum to their

competence in learning and teaching. Many experts

came from lecturers, trainers and senior teachers

were also asked about the program and various plans

come to EFL teacher forum that has never been held.

It has been completed by interviewing the policy

maker of EFL teacher forum in Gresik regency. As

the policy maker, they have an important role to

determine whether EFL teacher forum success or

not. A deep interview was carried out to know how

far the role of policy maker influences EFL teacher

forum’s success. Those responses from all

respondents were analyzed and examined to get such

agreement of an ideal EFL teacher forum as type of

TPD that was needed to realize in Gresik regency.

4 RESULTS AND DISCUSSION

The researcher started this section by showing

interview’s transcript consisted examples and

participants’ comments, selected on the basis of their

illustrative value. The following show the answer of

the leader of EFL teacher forum responding the

weakness of the forum.

Leader: I admitted that the board of EFL teacher

forum was left behind by other subject teacher

forum. It because lack of competence to manage and

create an interactive forum.

Lack competence that has been explained by the

leader of EFL teacher forum could be solved by

guiding from the expert. As ZPTD mentioned the

distance between what teachers trainees are able to

do on their own and a proximal level that they are

attaining with the guidance and mediation of an

expert. It was supported by the expert explanation:

“All teachers need to be trained to improve their

professionalism. Many teachers did not use

technology assistance in their learning and teaching.

Therefore, it needs the help for the expert come from

this field to train teachers.”

EFL teacher forum also need to consider the

necessary of the participant of this forum:

“This forum is useful for us to help the making of

lesson equipment. However, Teacher needs such

training to show how the way to attract student to

follow our lesson”

The training should be incorporates active learning

(Darling-Hammond, L. at al, 2017).It means that

EFL teacher forum should give the material about

authentic artifacts, interactive activities, and other

strategies to attract student’s attention in a class.

The next, the researcher provides a description and

critical consideration of EFL teacher forum of state

junior high school to support teacher

professionalism in Gresik regency. This description

is derived from the documents that contain reports of

EFL teacher forum that I obtained from the leader of

EFL teacher forum and from workshop materials

given to me by the trainer, as well as from the

interviews with all participants that has been

mentioned in previous section. Likewise, this section

discusses the follow-up EFL teacher forum

including the evaluation and monitoring of EFL

teacher forum to find out the way to revitalize it.

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4.1 EFL Teacher Forum in Gresik

EFL teacher forum has been conducted to fulfill the

requirement of the constitution of the Republic of

Indonesia Number 14 of 2005 that every teacher

must have a competence, pedagogic, good manner,

and professional in their learning and teaching

process. EFL teacher forum is held based on the

plan of EFL teacher forum leadership. The board of

EFL teacher forum came from the member of EFL

teacher forum who has been long time joining this

forum. They designed it by discussing with the

coach of EFL teacher forum. By giving approval

from EFL teacher forum coach, this forum can be

carried on. In this case, the design of EFL teacher

forum in terms of the purpose of EFL teacher forum,

length of EFL teacher forum, what materials were

presented, and the selection of instructors.

On the previous leadership (2014-2017) held

EFL teacher forum twice a month, whereas current

leadership held EFL teacher forum when there is

such needs to socialize with the members of this

forum. The member of EFL teacher forum came

from the delegation of EFL teacher of 30 states

Junior High School. Every state Junior High could

send more than one EFL teacher to the forum of

EFL teacher. There were 40 teachers in average that

was reported to join EFL teacher forum. The trainees

were expected to share the material of EFL teacher

forum to the other EFL teachers who had not been

given a chance to participate in the forum. The

funding for holding EFL teacher forum came from

the member contribution. The member paid for

about Rp.75.000/person. It has been reported that

several years ago, the funding for holding EFL

teacher forum did not came from the member

contribution, it came from the profit of English

students worksheet sale that created by the member

of EFL teacher forum. However, the English student

worksheet making has been forbidden. Therefore,

the funding would come from member contribution.

EFL teacher forum is held from 8.00 am – 4.00

pm. This forum that has been established, 80%

focused on the new curriculum of K-2013 and how it

implements in the lesson equipment such as the

assessment and the lesson plan (RPP), 10% on PTK

(Classroom action research) instruction, and 10% on

learning and teaching evaluation. The material of

curriculum 2013 that included to material of EFL

teacher forum was Scientific Learning method. It

has 3 model of learning, they are: problem based

learning, project based learning, and discovery or

inquiry learning. These would be implemented in the

lesson plan (RPP). Then, the assessment aspects

consisted of the assessment of behavior, knowledge,

and skill.

The trainer of EFL teacher forum came from the

expert teacher or lecturer based on their qualification

degree and experiences. The trainer gave the

material of curriculum 2013 and how it implements

in the lesson plan (RPP) and assessment aspect tune

with the government regulation. In the end of forum,

the member is expected to finish their RPP. In other

section, the trainer gave CAR instruction. It was

expected that the members would understand the

concept of CAR as well as be able to apply it in the

classroom. Furthermore, they are required to write a

goodCAR proposal and report based on their

projects in their own schools. In the last part of EFL

teacher forum, the members are given the chance to

ask the questions about every problem they meet in a

class. It included the evaluation of learning and

teaching process that has been conducted in each

state junior high school.

4.2 The Role of EFL Teacher Forum

The results of the field study demonstrated that EFL

teacher forum has a very important role forEFL

teachers.

1. It helped EFL teachers to prepare the lesson

equipment such as syllabus, lesson plan, and

assessments aspect before implementing on

their learning program. The formulating of these

aspects was based on curriculum 2013 from

each school, annual program and semester

program. With Annual and semester Program,

all learning activities undertaken by teachers

should be right in line with what has been

programmed inside it.

2. A good planning would optimize learning and

teaching process. According to EFL teacher, by

preparing lesson plans before teaching process,

it will create a big opportunity to explore the

students’ multiple intelligences by using

interactive learning, to optimize the duration of

learning and teaching process, and also to

increase the pleasure and confidence for

students during joining English lesson.

3. It would make easy for teachers to prepare their

learning method in line with teaching material

and learning objectives in delivering the lesson,

such as, lecturing, discussions, question and

answer, demonstrations, etc.

4. Learning and teaching evaluation that included

to EFL teacher forum helps teacher to find out

the solution of every problem faced during

learning and teaching process. The result of this

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evaluation would optimize the process of

learning and teaching.

5. It would increase teacher’s professionalism.

They have been trained how to conduct action

research that would be applied in their school

and how to solve pedagogic problem during

learning and teaching process. The teacher

admitted that all the material given in EFL

teacher forum were useful for them. It helps

them to overcome government’s regulation and

also personal problem of their students in a

class.

4.3 The Evaluation of EFL Teacher

Forum

EFL teacher forum in Gresik did not fully successful

in supporting Teacher Professional Development.

The data showed that there were some points to be

evaluated in this forum.

1. EFL teacher forum did not support the need of

technology use for teacher. It has been reported

that EFL teacher forum consisted 80% of new

curriculum socialization called curriculum

2013. However, the trainer did not give

technology training such ICT (Information and

communication technology) workshop to

support the implementation a syllabus, lesson

plan, and assessments aspect by using

technology assistance. The leader confessed that

technology training such ICT was important to

teachers. However, his party did not implement

it because lacking of human resources.

Senior teacher admitted that they have a

difficulty to make a syllabus, lesson plan, and

assessments aspect by using technology

assistance. In the other side, junior teacher

could adapt easily with the demand of mastering

technology. Senior teacher became dependence

on junior teacher assistance in finishing their

syllabus, lesson plan, and assessments

aspect.Therefore, the training of technology use

was needed by teacher to support their

professionalism and requirement in

implementing curriculum 2013, remaining that

all aspects belong to curriculum 2013 would be

reported in printed form.

Besides, ICT workshop was also useful to help

teacher in delivering their material to students.

Many schools were facilitated by computer.

Teacher should employ these facilities to

support their learning and teaching process. So,

the mastery of technology was important for

teachers.

2. There was no material given about innovative

learning and teaching within EFL teacher

forum. EFL teacher forum very focused on the

socialization of curriculum 2013. The board of

EFL teacher forum did not consider the need of

innovative learning and teaching material for

teachers. But actually the case was the teachers

need such innovative way to deliver their

material to students in order to attract student’s

attention to listen and understand the lesson

material easily.

3. The failure of EFL teacher forum expectation.

In the beginning of EFL teacher forum, the

participant or the member of EFL teacher forum

was instructed to finish their syllabus, lesson

plan, and assessments aspect by trainer

instruction. However, not all the participant

finished those aspects in the end of forum. It

happened because it still was founded who did

not bring laptop, lack of technology capability,

and lack of time duration of EFL teacher forum.

As the result of this failure, the teacher wouldn’t

prepare their syllabus, lesson plan, and

assessments aspect to the class. It because of the

teacher did not continue to finish their syllabus,

lesson plan, and assessments aspect after joining

EFL teacher forum. It means that the teachers

wouldn’t prepare their learning method which in

line with teaching material and learning

objectives in delivering the lesson.

4. Not all the teacher’s problem can be solved.

Each teacher faced a different problem. It

because the disparity of district, facility, and

human resources. It made the offering solution

couldn’t be accepted by all teachers came from

a different background.

5. The board did not plan and run EFL teacher

forum schedule well. The data told that the

board arranged schedule planning of EFL

teacher forum through messages. Every

department of EFL teacher forum sent their

work planning of EFL teacher forum to the

leader or secretary of EFL teacher forum trough

mobile phone. Then, the data given was typed

and printed out as their working plan without

any discussion among other organizer of EFL

teacher forum. It made work planning

arrangement did not run well.

6. The implementation of EFL teacher forum was

only caused the necessity to socialize among the

member. The leader explained that he got the

difficulty to run EFL teacher forum because

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lacking offunding. In his period of leadership,

he has submitted proposal to make and publish

English student worksheet such previous period

to education official of Gresik. But, they

declined it. The production of English student

worksheet was proposed to get many incomes to

fund the implementation of EFL teacher forum.

It made the implementation of EFL teacher

forum could not hold intensively.

7. There was no forming of cadres from the

previous period. The previous period that has

been managed EFL teacher forum for 3 years

did not give a direction to current period. Most

members of current leadership were new person

came from the member of EFL teacher forum

who did not have experience to manage EFL

teacher forum. Current leadership admitted

getting confuse in many things related to

manage EFL teacher forum. Even the leader of

current leadership told that he was got difficulty

to meet the previous leadership because of their

bustle.

8. Lack of coordination and coaching from Gresik

education official to EFL teacher forum

leadership. A policy maker of EFL teacher

forum came from Gresik education official.

They have responsibility to monitor the activity

of EFL teacher forum because it will be

reported to Gresik government. However, most

of EFL teacher forum activity is held without

any monitoring from Gresik education official.

The board of EFL teacher forum also stated that

they haven’t communicated yet the work

planning with Gresik educational official. It

made the board designed the activity of EFL

teacher forum by their own idea without any

suggestion from Gresik educational official that

might be important to be considered.

9. Lack of human resources. The leader of EFL

teacher forum admitted that his leadership

member did not have enough competence to

cover and manage all teachers’ need. It was

added by lack of forming of cadres from the

previous leadership that caused lack of

experience and competence to manage EFL

teacher forum activity.

4.4 Revitalizing EFL Teacher Forum

The evaluation that has been showed on previous

point need problem solving to revitalize EFL teacher

forum in Gresik to be the best forum covering all

EFL teacher’s need. These are the way to revitalize

EFL teacher forum.

1. Providing technology training for EFL teachers.

EFL teacher forum could be the only forum to

develop teacher’s professionalism. Therefore it

must cover all teachers’ need. The board of EFL

teacher forum could add the agenda such ICT

program by wreaking the technology expert

within EFL teacher forum or they could

arranged it in the other time due to limitation of

time duration.

The agenda of ICT program must be prepared

well. It could be arranged in a form of workshop

one-day off. The socialization to the member or

participant of EFL teacher forum was also

needed. The participant of this forum should be

instructed to bring laptop, flash disk, etc. to be

able to be abreast of the workshop material. The

workshop would be trained with the expert from

technology field that give material related to the

implementation curriculum 2013 by using

Microsoft word and exel, technology assistance

in learning and teaching process by using

Microsoft word, powerpoint, etc. It would make

students to interest with the lesson given. It also

would make easy teacher to deliver the material

by using technology assistance, remaining many

schools have been facilitated with computers,

slide projector and LCD.Besides, the board of

EFL teacher forum should monitor the

participant of this workshop to make sure that

all participants could follow the workshop

material. Monitoring the participants also useful

for helping who get lost within ICT workshop.

All participants were expected to get new

knowledge that was directly practiced in this

workshop.

2. Giving the material about innovative learning

and teaching. The board of EFL teacher forum

could discuss the addition of innovative learning

and teaching material to the coach of EFL

teacher forum. It would result the agreement to

re concept the agenda of EFL teacher forum.

The expert suggested the content of innovative

learning and teaching material should explain

how to attract students to follow the lesson

material well. It was also consisted the

strategies to motivate students to be creative and

knowledgeable. The trainer came from the

expert that has been known the education

condition in Gresik well.

3. The committee of EFL teacher forum should

monitor the activity of this forum. The

expectation of finishing a syllabus, lesson plan,

and assessments aspect that has been established

in the beginning of forum should be monitored

Revitalizing the Roles of EFL Teachers Forum for Developing Teachers Professionalism

313

by the committee. The committee should walk

around the participant to check and help what

has been instructed by the trainer. If it was

impossible to finish it in one day because

lacking of time duration, then continue it in the

other day as the continuance of finishing

syllabus, lesson plan, and assessments aspect

project. Or, the other option was the participant

could be limited 10 school participant for a day,

so that there would be 3 days to finish all

participants of the whole of EFL teacher forum

school member.

4. Peer evaluation. Learning and teaching

evaluation section in EFL teacher forum offered

the solution that was not covering all problem

school because every school has a different

background. In this case, the committee could

divide the participants belong to several groups

and asked the participant to do peer evaluation,

then reported the result of it in the end of

section in front of forum member. Every groups

was given the time to do peer evaluation among

participants to share, and give each experiment

in facing the same problem deeply. After having

discussion, every group had the opportunity to

share their result of peer evaluation and would

be responded by other participants of EFL

teacher forum.

5. The working plan of EFL teacher forum should

be arranged well. After changing leadership of

EFL teacher forum, the leader had to choose the

division member of his leadership. Then, every

division member had to arrange the working

plan to success the leadership of EFL teacher

forum in their period. This agenda could be

attended by previous leadership and the coach

of EFL teacher forum. The working plan was

managed by discussion among the member of

every division. After that, the representation of

each division presented the arrangement result

of working plan. While others could suggest and

give their opinion based on what has been

presented. Therefore, the result of working plan

could be made the parameter of EFL teacher

forum success.

6. EFL teacher forum might be scheduled as

intensive as could. The requirement of

implementing EFL teacher forum was felt

necessary. However, the board of EFL teacher

forum got the difficulty to hold it because

lacking offunding. In this case, the board could

consulate to the coach and participant of EFL

teacher forum related to this case. The member

of EFL teacher forum could arrange other

activity to get other income to fund EFL teacher

forum. For example: holding English

competitions among State Junior High School in

Gresik.

Another option was every school could hold

EFL teacher forum among teachers in their own

school. This forum was useful to evaluate

learning and teaching process for a month such

certain teachers faced the same students who

became trouble makers in a class or the school

policy restricted students creativities. Thus,

every teacher could share, report and evaluate

their learning and teaching process.

7. The current board of EFL teacher forum should

draw up the next leadership. A good

relationship among EFL teacher forum

members was important to build the

effectiveness of EFL teacher forum activity. The

member who actively participated could be

recruited to be the committee of EFL teacher

forum. Thus, the member who did not include to

the leadership could learn the organization

management within EFL teacher forum.It was

better to choose every representation of every

school to be the committee of the

implementation of EFL teacher forum. It would

build the sense of belonging among EFL teacher

forum member and they felt to be respected

coming to EFL teacher forum.

8. Gresik education official should give

coordination and coaching to EFL teacher

forum leadership. After having discussion with

Gresik education official about the evaluation of

EFL teacher forum, the researcher concluded

that actually the education official wanted to

give such coaching to EFL teacher forum.

However, it was constrained by the a shortage

of communication of both parties (the board of

EFL teacher forum and Gresik educational

official). Moreover, Gresik education official

promised his party would try to fill his

willingness to give such coaching and

coordination to EFL teacher forum leadership in

this year (2018).

Improving the board of EFL teacher forum

competence. Although it was said that the board

of EFL teacher forum could invite the expert to

give the necessary material, the board also need

to be trained. The training for the board of EFL

teacher forum could be focused on the

leadership training, and pedagogy material. So,

they were expected to be the consultant for the

member of EFL teacher forum in facing any

problem met among their members.

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4.5 Study Limitations

The present study was grounded in a specific teacher

professional development framework, which draws

upon established practices in EFL teacher forum

research. In keeping with this approach, the case

study sought to obtain rich data about the

experiences and opinion of the expert, and stakes

holder of EFL teacher forum, rather than seeking a

systematic and comprehensive analysis of larger

numbers of EFL teacher forum participants. We

acknowledge that our own backgrounds and that of

the participants shaped and constructed our findings.

5 CONCLUSIONS

Many evaluations of EFL teacher forum need to be

revitalized to cover all teachers’ need. The

revitalizing included providing technology training

for EFL teachers, giving the material about

innovative learning and teaching, monitoring the

activity of the forum, doing peer evaluation, making

schedule to follow up Classroom action research

training, arranging the working plan well, holding

the forum as intensive as could, drawing up the next

leadership, having a good communication with

Gresik educational official, and improving the

board’s competence.

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