Perceived Challenges and Ways to Improve Reading Proficiency for EFL Teachers: Narratives from EFL Teachers
DOI:
https://doi.org/10.21009/ijlecr.v10i1.43683Keywords:
Reading Proficiency, EFL Teachers, Narrative InquiryAbstract
The need of using English in global context has led schools in Indonesia to prepare and make their students proficient in English. However, the majority of English teachers may not have attained a level of proficiency deemed necessary for effective teaching. This study aimed to reveal the level of teachers’ reading proficiency and to figure out how they perceived challenges and ways to improve their proficiency. Qualitative data was used as a method of inquiry. The study employed a narrative inquiry to dig deeper into teachers’ perspective. A proficiency test, self-reflection (logbook), and interview were used as the instrument to measure 15 EFL teachers’ proficiency and figure out their challenges and ways to improve their proficiency. The data was analyzed using inductive reflective thematic analysis and the findings showed that teachers proficiency varied, but most of them have a good reading proficiency equal to B2-CEFR level; It is referred to as upper intermediate and independent user by CEFR. In addition, five themes expressing the teachers’ perceived challenges were revealed: 1) They experienced self-errors; 2) The answer is implied; 3) The text is difficult; 4) The question type is unfamiliar; 5) They encountered unfamiliar vocabulary. Moreover, the ways the teachers used to improve their proficiency were: 1) understand the question and passage carefully; 2) find main idea and supporting details; 3) familiarize with the topic; 4) Enrich vocabulary; 5) scan and take notes; 6) predict the question and keep focus. In conclusion, the findings provide the important insights into EFL teachers. Their collective experiences can be used to overcome the challenges faced by EFL teachers.
References
Bamford, J., & Day, R. R. (1998). Teaching reading. Annual Review of Applied Linguistics, 18, 124–141.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qual. Res. Psychol, 3, 77–101.
Butler, Y. G. (2004). What level of English Proficiency do elementary school teachers need to attain to teach EFL ? Case Studies From, 38(2), 245–278.
Coleman, H. (2009). Indonesia’s ‘international standard schools’: What are they for? The 8th Language and Development Conference.
Cooper, T. C. (1999). Processing of Idioms by l2 learners of English. In TESOL Quarterly, 33((2)), 233–304.
Council of Europe. (2001). The Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
Giawa, Y., & Panjaitan, N. B. (2021). The Correlation between students’ vocabulary mastery and reading comprehension. A Meta Analysis: Jurnal Bahasa Inggris Terapan, 7(1), 45–60.
Hazar, E. (2021). The influence of the CEFR in Turkish national curriculum. African Educational Research Journal, 9(2), 551–561.
Jaelani, A., & Holisah, F. (2015). A survey of pre- service English teachers ’ Reading Habits of English Text. 5(2), 7–18.
Jalal, F., Samani, M., Mae, C. C., Steverson, R., Ragate, B. A., & Negara, D. S. (2009). Teacher certification in Indonesia: A strategy for teacher quality improvement. Jakarta: Departemen Pendidikan Nasional.
Kanmaz, A. (2022). Teachers’ reading comprehension and use of reading strategies levels: A study on the secondary school teachers. Education Quarterly Reviewa, 5(1), 1–14. https://doi.org/10.31014/aior.1993.05.01.413
Kuper, A., Lingard, L., & Levinson, W. (2008). Critically appraising qualitative research. BMJ, 337.
Kurniawan, M. W., & Zarnita, Y. (2020). Pembelajaran daring dalam pendidikan profesi guru : Dampak dan kendala yang dihadapi. 1(2), 83–90.
Lie, A., Tamah, S. M., & Trianawaty. (2019). English proficiency of secondary school teachers in Indonesia. Beyond Words, 7(2).
Marpaun, M. S., & Sinaga, R. (2019). The Use of read, cover, remember, retell (rcrr) strategy in improving students’ reading comprehension ability. JOurnal of English Language Pedagogy, Literature, and Culture, 4(2), 153–176.
National Assessment Governing Board. (2013). Reading framework for the 2013 national assessment of educational progress. http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/reading-2013- framework.pdf NOTE: See page 2-3 of this document for how NAEP defines specific terms within this definition.
Nugroho, A. N. (2017). Pre-service efl teachers’ self-efficacy, their english proficiency and their preparedness for teaching practicum program. PREMISE Journal, 6(2), 1–11.
Oxford, R., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73(4), 404–419.
Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. International Journal of Quaiitative Study, 8(1), 5–23. https://doi.org/https://doi.org/10.1080/0951839950080103
RC Anderson, W. B. (1975). Psychology of learning and motivation. Elsevier Ltd.
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018a). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618. ttp://dx.doi.org/10.18823/asiatefl.2018.15.3.4.618
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018b). English Language proficiency in Indonesia : issues and prospects 1. Journal of Asia TEFL, 15(3) 15(3), 618–629. ttp://dx.doi.org/10.18823/asiatefl.2018.15.3.4.618
Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teachers’ language proficiency and their language teaching practice. The Language Learning Journal, 41(2), 231–246.
Riessman, C. K. (2003). Performing Identities in illness narrative: Masculinity and multiple sclerosis. Qual. Res, 3, 5–33.
Rigney, J. W. (1978). Learning strategies: A Theoretical Perspective. https://www.academicapress.com/: Academia Press.
Sadiku, L. M. (2015). The Importance of four skills: Reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature, 1, 29–31.
Sandri, I., & Fithriani, R. (2019). Suggesting critical-thinking and problem-solving method into teaching English reading to EFL students in Indonesia. AICLL 2019 The Second Annual International Conference on Language and Literature.
Segretto, M. (2002). Roadmap to 8th grade reading. The Princeton Review.
Setiawan, N. A., & Ena, O. T. (2019). Montessori Junior high school students’ perception on their self-efficiacy in reading. Indonesian Journal of English Teaching, 8(2), 26–37.
Singh, M. K. M. (2014). Challenges in academic reading and overcoming strategies in taught master programmes : A case study of international graduate students in Malaysia. 4(4), 76–88. https://doi.org/10.5539/hes.v4n4p76
Soepriyatna. (2012). Investigating and assessing competence of high school teachers of English in Indonesia. Malaysian Journal of ELT Research, 8(2), 38–49.
Squire, C. (2008). Experience-centred and culturally-oriented approaches to narrative. Doing Narrat. Res, 1, 41–63.
Vaida, S., & Brinzei, L. (2021). Time Management and study skills guide for improving academic performance. Revista De Psihologie, 67(3), 275–284.
Wixson, K., Peters, C., Weber, E., & Roeber, E. (1987). New directions in statewide reading assessment. The New Definition of Reading for Michigan. https://eric.ed.gov/?id=EJ350537
