Student Teachers Readiness and Challenges for Internship Program: A Survey on English Language Education Study Program, Universitas Negeri Jakarta
DOI:
https://doi.org/10.21009/stairs.5.1.4Keywords:
challenges, internship program, students’ teacher, teaching readinessAbstract
For students majoring in education, the teaching internship
program is mandatory. Along with employing the Kurikulum
Merdeka in schools, student teachers must also prepare to use
it through the teaching internship program. This study aims to
investigate student teachers’ readiness and challenges for the
teaching internship program. This study employs both
quantitative and qualitative methodologies to achieve its
objectives. In all, 40 English Language Education Study
Program student teachers batch 2020 at Universitas Negeri
Jakarta completed questionnaires and participated in Focused
Group Discussions focusing on their readiness and challenges
based on key teaching competences, enabling competences,
professional conduct, and personality. The research uncovered
student teachers level of readiness and challenges in
'administration', 'methodology: knowledge and skills',
'assessment', and 'lesson and course preparation' to Kurikulum
Merdeka as ‘developing readiness’ and ‘mostly challenging’.
However, they perceived ‘approaching readiness’ and views
them as ‘mostly not challenging’ aspects as in 'digital media
implementation,' 'professional behavior', 'personality', and
'intercultural skills'. Because prior studies did not cover these
areas all at once, the knowledge obtained through this research
study applies locally.
References
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Pusat Penelitian Kebijakan. (2021). Risalah kebijakan nomor 29: Dampak penyederhanaan kurikulum terhadap capaian pembelajaran - Belajar dari penerapan kurikulum darurat di masa pandemi COVID-19. Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
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Rahayuningsih, D. (2016). Student teachers' challenges in developing teaching material during teaching practicum in vocational school. Journal of English and Education, 4(2), 24–34.
Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28(1), 1–10. https://doi.org/10.1016/j.tate.2011.08.008
Rowan, L., & Townend, G. (2016). Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twiceexceptional students. Cogent Education, 3(1), Article 1242458. https://doi.org/10.1080/2331186X.2016.1242458
Singh, C. K., & Kasim, Z. M. (2019). Pre-service teachers’ mastery of technological pedagogical content knowledge for teaching English language. Universal Journal of Educational Research, (11), 24–29.
Syamdianita, & Cahyono, B. Y. (2021). The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework. Studies in English Language and Education, 8(2), 561–577.
Tiba, C., & Condy, J. L. (2021). Identifying factors influencing pre-service teacher readiness to use technology during professional practice. International Journal of Information and Communication Technology Education, 17(2), 149–161.
Turner, K., Jones, E., Davies, M., & Ramsay, S. (2004). Student teacher perceptions of preparedness for teaching. In B. Barlett, F. Bryer, & D. R. (Eds.), Educating: Weaving research into practice (pp. 184–193). Griffith University.
Tutyandari, C. (2022). English language pre-service teachers’ sense of preparedness for teaching: An Indonesian case. TEFLIN Journal, 33(2), 367–385.https://doi.org/10.15639/teflinjournal.v33i2/367-385
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy & Education, 26(1), 69–83. https://doi.org/10.1080/1475939X.2016.1174730
Wiggan, G., Pass, M. B., & Gadd, S. R. (2020). Critical race structuralism: The role of science education in teaching social justice issues in urban education and pre-service teacher education programs. Urban Education. https://doi.org/10.1177/0042085920937756
Wong, C., Indiatsi, J., & Wong, G. (2016). ESL teacher candidates’ perceptions of strengths and inadequacies of instructing culturally and linguistically diverse students: Post clinical experience. Journal of Cultural Diversity, 23(2), 57–64.
Yarrow, N., Masood, E., & Afkar, R. (2020). Estimates of COVID-19 impacts on learning and earning in Indonesia: How to turn the tide. The World Bank.
Yuan, R. (2017). Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China. International Journal of Educational Research, 83, 55–64. https://doi.org/10.1016/j.ijer.2017.01.002
Afkar, R., & Yarrow, N. (2021). Rewrite the future: How Indonesia’s education system can overcome the losses from the COVID-19 pandemic and raise learning outcomes for all. The World Bank.
Astutik, Y., Setiawan, S., & Anam, S. (2022). The ambivalent students' cognition to be English teachers for young learners: A longitudinal study. Frontiers in Psychology, 13, Article 818883. https://doi.org/10.3389/fpsyg.2022.818883
Ayuningtyas, H., & Santosa, I. (2024). Pre-Service English Teachers’ Motivations Toward the Teaching Profession. Stairs English Language Education Journal, 4(2), 82–98. https://doi.org/10.21009/stairs.4.2.1
Badan Standar, Kurikulum, dan Asesmen Pendidikan (BSKAP) Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi Republik Indonesia. (2022). Sistem Informasi Kurikulum Nasional - Pusat Kurikulum dan Pembelajaran. https://kurikulum.kemdikbud.go.id/kurikulummerdeka/Darling-Hammond, L. (2006). Powerful teacher education. Jossey-Bass.
Direktorat SMP - Kementrian Pendidikan, Kebudayaan, Riset, dan Teknologi RI. (2021, July 29). 3 potensi dampak sosial negatif pandemi COVID-19 bagi peserta didik yang harus diwaspadai. https://ditsmp.kemdikbud.go.id/3-potensi-dampak-sosial-negatif-pandemi-covid-19-bagipeserta-didik-yang-harus-diwaspadai/
Dixon, K., Excell, L., Linington, V., Mathews, C., Mduli, M., & Motilal, G. (2012). Strengthening foundation phase teacher education through mentoring. South African Journal of Childhood Education, 2(1), 33–49. https://doi.org/10.4102/sajce.v2i1.20
Evans, D. (1998). Developments in ESP: A multidisciplinary approach. Cambridge University Press. Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92–108.
Gyaase, P. O., Gyamfi, S. A., & Kuranchie, A. (2019). Gauging the e-readiness for the integration of information and communication technology into pre-tertiary education in Ghana: An assessment of teachers’ technological pedagogical content knowledge (TPACK). International Journal of Information Communication Technology Education, 15(2), 1–17. https://doi.org/10.4018/IJICTE.2019040101
Han, I., Shin, W. S., & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers and Teaching, 23(7), 829–842. https://doi.org/10.1080/13540602.2017.1322057
Howard, S., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital
competency in preservice teacher training. Computers & Education, 169, Article 104149. https://doi.org/10.1016/j.compedu.2021.104149
Ingvarson, L. B., Adrian, B., & Kleinhenz, E. (2007). Factors affecting the impact of teacher education programmes on teacher preparedness: Implications for accreditation policy. European Journal of Teacher Education, 30(4), 351–381. https://doi.org/10.1080/02619760701664151
Kabilan, M. K., Ramdani, J. M., Mydin, A.-A., & Junaedi, R. (2020). International teaching practicum: Challenges faced by pre-service EFL teachers in ESL settings. LEARN Journal: Language Education and Acquisition Research Network Journal, 13(1), 114–126. Lee, I., & Yuan, R. (2014). Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27(1), 89–106. https://doi.org/10.1080/07908318.2014.890211
Lie, A., Tamah, S. M., Gozali, I., & Triwidayati, T. S. K. R. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education, 19, 803–832. https://doi.org/10.28945/4626
Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2022). Surat edaran Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 3 Tahun 2022 tentang penyesuaian pelaksanaan keputusan bersama 4 (empat) menteri tentang panduan penyelenggaraan pembelajaran di masa pandemi COVID-19. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Pazilah, F. N., Hashim, H., & Yunus, M. M. (2021). Service-learning in English as a second language teacher training program: Exploring pre-service teachers’ authentic learning experiences. Arab World English Journal (AWEJ), 12(1), 377–398.
Poznanski, B., Hart, K. C., & Cramer, E. (2018). Are teachers ready? Pre-service teacher knowledge of classroom management and ADHD. School Mental Health. https://doi.org/10.1007/s12310-018-9259-2
Pusat Penelitian Kebijakan. (2021). Risalah kebijakan nomor 29: Dampak penyederhanaan kurikulum terhadap capaian pembelajaran - Belajar dari penerapan kurikulum darurat di masa pandemi COVID-19. Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Ragawanti, D. (2015). Cultivating pre-service teachers’ classroom management skills through teaching practicum: A reflective practice. TEFLIN Journal, 26(1), 117–128. https://doi.org/10.15639/teflinjournal.v26i1/117-128
Rahayuningsih, D. (2016). Student teachers' challenges in developing teaching material during teaching practicum in vocational school. Journal of English and Education, 4(2), 24–34.
Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28(1), 1–10. https://doi.org/10.1016/j.tate.2011.08.008
Rowan, L., & Townend, G. (2016). Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twiceexceptional students. Cogent Education, 3(1), Article 1242458. https://doi.org/10.1080/2331186X.2016.1242458
Singh, C. K., & Kasim, Z. M. (2019). Pre-service teachers’ mastery of technological pedagogical content knowledge for teaching English language. Universal Journal of Educational Research, (11), 24–29.
Syamdianita, & Cahyono, B. Y. (2021). The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework. Studies in English Language and Education, 8(2), 561–577.
Tiba, C., & Condy, J. L. (2021). Identifying factors influencing pre-service teacher readiness to use technology during professional practice. International Journal of Information and Communication Technology Education, 17(2), 149–161.
Turner, K., Jones, E., Davies, M., & Ramsay, S. (2004). Student teacher perceptions of preparedness for teaching. In B. Barlett, F. Bryer, & D. R. (Eds.), Educating: Weaving research into practice (pp. 184–193). Griffith University.
Tutyandari, C. (2022). English language pre-service teachers’ sense of preparedness for teaching: An Indonesian case. TEFLIN Journal, 33(2), 367–385.https://doi.org/10.15639/teflinjournal.v33i2/367-385
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy & Education, 26(1), 69–83. https://doi.org/10.1080/1475939X.2016.1174730
Wiggan, G., Pass, M. B., & Gadd, S. R. (2020). Critical race structuralism: The role of science education in teaching social justice issues in urban education and pre-service teacher education programs. Urban Education. https://doi.org/10.1177/0042085920937756
Wong, C., Indiatsi, J., & Wong, G. (2016). ESL teacher candidates’ perceptions of strengths and inadequacies of instructing culturally and linguistically diverse students: Post clinical experience. Journal of Cultural Diversity, 23(2), 57–64.
Yarrow, N., Masood, E., & Afkar, R. (2020). Estimates of COVID-19 impacts on learning and earning in Indonesia: How to turn the tide. The World Bank.
Yuan, R. (2017). Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China. International Journal of Educational Research, 83, 55–64. https://doi.org/10.1016/j.ijer.2017.01.002
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2024-05-31
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