Being reflective is a prerequisite of effective teaching of English as a foreign language (EFL). ... more Being reflective is a prerequisite of effective teaching of English as a foreign language (EFL). Without reflecting on their own practice, it is virtually impossible for teachers to identify what they have done well and what needs to be improved. It is essential, therefore, to develop the EFL teachers' ability to reflect early in the pre-service stage. This study described the reflections performed by EFL pre-service teachers about student teaching. Fifty two pre-service teachers participated voluntarily in this study and wrote a reflective essay about student teaching done in the previous semester. The results showed that most pre-service teachers admitted they needed to improve their skills of classroom management. It was the first time they taught actual students in schools and they found it challenging to cope with various learner characteristics. In addition, they realized their English proficiency and knowledge also needed improvement so they could be good models for the students. Finally, they still grappled in explaining the materials to the students and had to search for the most effective methods to teach English to secondary school students. Based on these findings, some implications for teaching practicum, especially student teaching, were suggested.
Comprehending utterances in a foreign language may require great efforts on the part of the liste... more Comprehending utterances in a foreign language may require great efforts on the part of the listeners due to the nature of the speech or some linguistic differences. Therefore, it is not uncommon for them to misperceive what is being said, resulting in errors known as slips of the ear. Although these errors can sound very amusing, they provide more than entertainment as they have the potentials to reveal the listeners' strategies in coping with the difficulties in perceiving utterances. This presentation aims to describe the slips of the ear performed by Indonesian university students who learned English as a foreign language (EFL). Analysis of the corpus consisting of 1008 data revealed that the EFL learners made phonological, morphological, lexical and sentential errors while attempting to make sense of the expressions spoken by native speakers of English. They misinterpreted the oral input by omitting, adding or substituting the sounds, morphemes, words and sentences. Introduction The critical role of listening in the teaching and learning of English as a Foreign Language (EFL) has been acknowledged by researchers, language educators and learners. Formerly considered as a passive skill and assigned the least emphasis in EFL classes, it is now recognized as a language skill which needs an active process in the learners' mind and therefore has increasingly received more attention in language learning (Vandergrift, 2004; Herschenhorn, 1979). Despite the widely accepted claim that listening requires an active process on the part of the learners, there are still intense debates as to how the oral input is processed. Some argue that the processing operates in purely bottom-up fashion, while others tend to the top-down one. To mediate these polarized claims, some scholars suggest that both are necessary so the cognitive processing works interactively. The present paper aims to examine this particular issue, i.e. how the cognitive processing is carried out when the learners are attempting to perceive speech in the foreign language, as evidenced by the errors they perform during the speech perception. Such errors are often referred to as slips of the ear, and they turn out to provide useful information on the way aural perception takes place in the learners' mind. The first part of the paper reviews the cognitive processing that occurs during listening, followed by the basic concepts of slips of the ear. The third section presents the slips of the ear which are produced by EFL learners at various linguistic levels and the next one analyzes how these slips reflect their mental processes. Finally, the implications on the teaching of EFL listening are discussed in the last part of the paper.
This chapter describes two stages of a TESOL practicum at the State University of Surabaya, Indon... more This chapter describes two stages of a TESOL practicum at the State University of Surabaya, Indonesia. The first stage requires student teachers to participate in peer teaching and videotaped micro-teaching, as well as secondary school teaching practice during a semester break. This stage is part of an undergraduate degree in TEFL and takes place during the first semester of the third year of study. The second stage is available only to undergraduate degree holders and ends with a government-funded certification. The second stage grants certification and status as fully-qualified teachers, and requires that candidates attend an intensive pre-service teacher training at the university to develop detailed lesson plans, design engaging teaching materials, experience peer teaching, engage in classroom instruction at urban secondary schools, and conduct classroom-based action research. Prior to being awarded the government-required teaching certificates, pre-service teachers must also pa...
The use of movie videos as a teaching tool is not new in the field of foreign language (FL) teach... more The use of movie videos as a teaching tool is not new in the field of foreign language (FL) teaching and learning. Generally teachers play such videos without subtitles and have learners view them while attempting to comprehend the conversations spoken in the target language there. However, it is also possible to present movie videos with subtitles in the native language. This paper describes how the English movies in a DVD format are used in FL listening classes in Indonesian context. These movie DVDs contain a feature in the form of subtitles in Indonesian language, which is the learners' mother tongue, and this feature is activated while the movies are being played. Some motivating learning activities are suggested for the previewing , while-viewing, and post-viewing stages of the lesson. This technique of using subtitled movie DVDs has received favourable feedback from the learners, and therefore could be considered effective in assisting them to learn English as an FL.
For learners of English as a Foreign Language (EFL) in Indonesia, encountering unfamiliar words c... more For learners of English as a Foreign Language (EFL) in Indonesia, encountering unfamiliar words can be a major roadblock in reading comprehension, especially if they happen to be keywords in a particular text. To overcome the vocabulary problem, learners generally resort to a dictionary, hardly realizing that other strategies exist. The strategy of inferring word meaning from context, for instance, seems to be ineffectively used by the learners, as revealed in a preliminary study conducted by the author. The present study reports the actual strategy use of good readers when they face hindrance in the form of unfamiliar words. Eight undergraduates majoring in English at Surabaya State University performed think-aloud while reading two texts to find out how they coped with such difficulties. The verbal protocol indicates that half of the participants mainly relied on a bilingual (EnglishIndonesian) dictionary to attack unfamiliar words, and only one of them preferred to use a monoling...
Building a strong argument in written form could be challenging for learners of English as a fore... more Building a strong argument in written form could be challenging for learners of English as a foreign language (EFL) for two reasons: they are still grappling with the target language and have little knowledge about the rhetoric in the target culture. This paper focuses on the latter, examining the problems that the Indonesian learners face when writing an argumentative text in English due to cultural differences. Twenty eight adult EFL learners who participated in a language training to improve their English proficiency were asked to write an argumentative essay consisting of an introductory paragraph, two paragraphs in the body and a concluding paragraph. In this paper the analysis was confined to the introductory paragraphs that they wrote, and the results showed that the way they organized the ideas to build an argument in the introductory paragraphs was influenced by their native culture to a certain degree. Rather than expressing their thoughts and opinions in a linear fashion like native speakers of English commonly do, some of them wrote their arguments by beating around the bush, making it harder for the readers to identify and understand these writers' stance about a certain issue. Moreover, some others even avoided giving an overt argument in their paragraphs and embraced both contrasting views about a particular issue instead. Some implications for the teaching of writing argumentative text were proposed.
The present study reports the actual strategy use of good readers when they face hindrance in the... more The present study reports the actual strategy use of good readers when they face hindrance in the form of unfamiliar words. Eight undergraduates majoring in English at Surabaya State University performed think-aloud while reading two texts to find out how they coped with such difficulties. The verbal protocol indicated that half of the participants mainly relied on a bilingual (English-Indonesian) dictionary to attack unfamiliar words, and only one of them preferred to use a monolingual (English-English) one. Two of them employed context cues to infer the meaning of the words, while one participant combined the use of context cues and a monolingual dictionary as the major strategy. All but one of the participants skipped some of lexical items whose meaning was unknown to them, especially when these words did not have a key contribution to the meaning of the whole text.
A common drawback of a subjective test lies in scoring, which may result in scores that are too h... more A common drawback of a subjective test lies in scoring, which may result in scores that are too high or too low. This problem occurred in one of the classes that the author taught in the English Department of Surabaya State University (UNESA) when two learners expressed their doubts about the objectivity of the author in giving scores. To overcome the problem, action research was conducted. The subjects of the study were twenty-four undergraduates taking the elective course Teaching English to Young Learners (TEYL). At the end of the semester, they took an oral exam to evaluate their understanding of the materials. During the exam, they had to assess themselves (self-assessment) and their classmates (peer-assessment). At the same time, the author as a lecturer also assessed them (teacher assessment). The results showed that the teacher assessment yielded the lowest mean (1.63), whereas the mean of scores obtained from the peer assessment was higher (1.76). It was the learners themse...
Makalah ini memaparkan fenomena salah dengar yang terjadi pada orang Indonesia ketika mereka mend... more Makalah ini memaparkan fenomena salah dengar yang terjadi pada orang Indonesia ketika mereka mendengarkan ujaran penutur asli Bahasa Inggris. Dari kesalahan persepsi terhadap ujaran tersebut, ditemukan bahwa pendengar menggunakan pengetahuan fonetik ketika mendengar konsonan, vokal dan urutan segmen yang salah. Mereka juga menggunakan pengetahuan leksikal ketika membuat kesalahan yang terkait morfem, menciptakan kata-kata yang sebetulnya tidak ada dalam Bahasa Inggris, atau tidak bisa mengidentifikasi batas kata. Yang terakhir, kalimat-kalimat yang melanggar tata bahasa menunjukkan bahwa mereka menggunakan pengetahuan tentang sintaksis.
Learning a foreign language entails learning the culture where it is spoken. Although some educat... more Learning a foreign language entails learning the culture where it is spoken. Although some educators consider culture as a peripheral element in language teaching, evidence shows that language is hardly culture-free. Therefore, it is essential that culture be embedded in foreign language teaching. This paper attempts to suggest a technique of utilizing movie videos in classes of English as a foreign language (EFL) in Indonesia to improve the learners' aural perception skills and promote cross-cultural understanding. This technique engage the learners into some motivating activities that enable them not only to comprehend English expressions, but also contrast their native (Indonesian) culture and the target culture in which English is spoken as a mother tongue. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sensitizing them to the target culture, which is an inseparable aspect of language learning.
Statistical reasoning should precede the statistical method in the teaching of statistics because... more Statistical reasoning should precede the statistical method in the teaching of statistics because the students should master the concepts before they perform computations. To find out whether the students were aware of this principle, the present study explored their preference and the underlying reasons. Twenty undergraduates were taught central tendency and variability by using statistical method (with machine computation) and statistical reasoning (with manual computation) respectively in one session. Most of them turned out to prefer to reason and compute numeric data manually because they understood the statistical concepts and the process of the computation. On the other hand, the rest of the undergraduates preferred the teaching of statistics using the statistical method with machine computation for three reasons: accuracy, efficiency, and convenience. The implications of these findings for the teaching of statistics were presented.
Action research atau penelitian tindakan kelas (PTK) merupakan upaya para pendidik yang reflektif... more Action research atau penelitian tindakan kelas (PTK) merupakan upaya para pendidik yang reflektif untuk meningkatkan kualitas pengajarannya sehingga hasil pembelajaran siswa juga semakin baik. Pada awal perkembangannya di Amerika Serikat di awal abad 20, PTK menggunakan pendekatan kualitatif. Namun seiring berjalannya waktu, masalah di bidang pendidikan dan pengajaran juga semakin kompleks sehingga beberapa pendidik mulai menggunakan pendekatan kuantitatif. Makalah ini bertujuan untuk memaparkan PTK dengan pendekatan kualitatif dan kuantitatif, disertai dengan contoh-contoh PTK di bidang pengajaran Bahasa Inggris sebagai bahasa asing untuk memperkuat alasan penggunaan masing-masing pendekatan tersebut. Pendekatan apa pun yang digunakan—kualitatif atau kuantitatif—bukan menjadi masalah dan masih dapat disebut sebagai PTK, asalkan tujuan penelitian tersebut dapat dicapai, yaitu peningkatan kualitas pengajaran.
Guessing the meaning of unfamiliar words from the context can be one of the effective vocabulary ... more Guessing the meaning of unfamiliar words from the context can be one of the effective vocabulary strategies in reading comprehension. Two types of context clues and semantic clues. This study investigates the students' ability in employing (1) syntactic clues to identify the part of speech of the unfamiliar words, and further (2) semantic clues to figure out the meaning of these words. Results indicate that they are quite successful in utilizing syntactic clues, but they have less ability in using the semantic ones.
The role of the learners’ personality in learning English as a Foreign Language (EFL) has drawn t... more The role of the learners’ personality in learning English as a Foreign Language (EFL) has drawn the interest of researchers and educators. The present ex-post-facto study added empirical evidence of this issue by investigating whether extroversion and introversion affected the learners’ English proficiency. Seventy-five undergraduates majoring in English participated in this study and completed a questionnaire to find out whether they were extroverts, introverts, or ambiverts. They also took the Test of English Proficiency (TEP) to measure their language proficiency. The results indicated the English proficiency of the extrovert learners was not significantly different from that of the introvert or ambivert learners. On the basis of the findings, implications for the teaching of EFL and suggestions for further studies were presented.
Being reflective is a prerequisite of effective teaching of English as a foreign language (EFL). ... more Being reflective is a prerequisite of effective teaching of English as a foreign language (EFL). Without reflecting on their own practice, it is virtually impossible for teachers to identify what they have done well and what needs to be improved. It is essential, therefore, to develop the EFL teachers' ability to reflect early in the pre-service stage. This study described the reflections performed by EFL pre-service teachers about student teaching. Fifty two pre-service teachers participated voluntarily in this study and wrote a reflective essay about student teaching done in the previous semester. The results showed that most pre-service teachers admitted they needed to improve their skills of classroom management. It was the first time they taught actual students in schools and they found it challenging to cope with various learner characteristics. In addition, they realized their English proficiency and knowledge also needed improvement so they could be good models for the students. Finally, they still grappled in explaining the materials to the students and had to search for the most effective methods to teach English to secondary school students. Based on these findings, some implications for teaching practicum, especially student teaching, were suggested.
Comprehending utterances in a foreign language may require great efforts on the part of the liste... more Comprehending utterances in a foreign language may require great efforts on the part of the listeners due to the nature of the speech or some linguistic differences. Therefore, it is not uncommon for them to misperceive what is being said, resulting in errors known as slips of the ear. Although these errors can sound very amusing, they provide more than entertainment as they have the potentials to reveal the listeners' strategies in coping with the difficulties in perceiving utterances. This presentation aims to describe the slips of the ear performed by Indonesian university students who learned English as a foreign language (EFL). Analysis of the corpus consisting of 1008 data revealed that the EFL learners made phonological, morphological, lexical and sentential errors while attempting to make sense of the expressions spoken by native speakers of English. They misinterpreted the oral input by omitting, adding or substituting the sounds, morphemes, words and sentences. Introduction The critical role of listening in the teaching and learning of English as a Foreign Language (EFL) has been acknowledged by researchers, language educators and learners. Formerly considered as a passive skill and assigned the least emphasis in EFL classes, it is now recognized as a language skill which needs an active process in the learners' mind and therefore has increasingly received more attention in language learning (Vandergrift, 2004; Herschenhorn, 1979). Despite the widely accepted claim that listening requires an active process on the part of the learners, there are still intense debates as to how the oral input is processed. Some argue that the processing operates in purely bottom-up fashion, while others tend to the top-down one. To mediate these polarized claims, some scholars suggest that both are necessary so the cognitive processing works interactively. The present paper aims to examine this particular issue, i.e. how the cognitive processing is carried out when the learners are attempting to perceive speech in the foreign language, as evidenced by the errors they perform during the speech perception. Such errors are often referred to as slips of the ear, and they turn out to provide useful information on the way aural perception takes place in the learners' mind. The first part of the paper reviews the cognitive processing that occurs during listening, followed by the basic concepts of slips of the ear. The third section presents the slips of the ear which are produced by EFL learners at various linguistic levels and the next one analyzes how these slips reflect their mental processes. Finally, the implications on the teaching of EFL listening are discussed in the last part of the paper.
This chapter describes two stages of a TESOL practicum at the State University of Surabaya, Indon... more This chapter describes two stages of a TESOL practicum at the State University of Surabaya, Indonesia. The first stage requires student teachers to participate in peer teaching and videotaped micro-teaching, as well as secondary school teaching practice during a semester break. This stage is part of an undergraduate degree in TEFL and takes place during the first semester of the third year of study. The second stage is available only to undergraduate degree holders and ends with a government-funded certification. The second stage grants certification and status as fully-qualified teachers, and requires that candidates attend an intensive pre-service teacher training at the university to develop detailed lesson plans, design engaging teaching materials, experience peer teaching, engage in classroom instruction at urban secondary schools, and conduct classroom-based action research. Prior to being awarded the government-required teaching certificates, pre-service teachers must also pa...
The use of movie videos as a teaching tool is not new in the field of foreign language (FL) teach... more The use of movie videos as a teaching tool is not new in the field of foreign language (FL) teaching and learning. Generally teachers play such videos without subtitles and have learners view them while attempting to comprehend the conversations spoken in the target language there. However, it is also possible to present movie videos with subtitles in the native language. This paper describes how the English movies in a DVD format are used in FL listening classes in Indonesian context. These movie DVDs contain a feature in the form of subtitles in Indonesian language, which is the learners' mother tongue, and this feature is activated while the movies are being played. Some motivating learning activities are suggested for the previewing , while-viewing, and post-viewing stages of the lesson. This technique of using subtitled movie DVDs has received favourable feedback from the learners, and therefore could be considered effective in assisting them to learn English as an FL.
For learners of English as a Foreign Language (EFL) in Indonesia, encountering unfamiliar words c... more For learners of English as a Foreign Language (EFL) in Indonesia, encountering unfamiliar words can be a major roadblock in reading comprehension, especially if they happen to be keywords in a particular text. To overcome the vocabulary problem, learners generally resort to a dictionary, hardly realizing that other strategies exist. The strategy of inferring word meaning from context, for instance, seems to be ineffectively used by the learners, as revealed in a preliminary study conducted by the author. The present study reports the actual strategy use of good readers when they face hindrance in the form of unfamiliar words. Eight undergraduates majoring in English at Surabaya State University performed think-aloud while reading two texts to find out how they coped with such difficulties. The verbal protocol indicates that half of the participants mainly relied on a bilingual (EnglishIndonesian) dictionary to attack unfamiliar words, and only one of them preferred to use a monoling...
Building a strong argument in written form could be challenging for learners of English as a fore... more Building a strong argument in written form could be challenging for learners of English as a foreign language (EFL) for two reasons: they are still grappling with the target language and have little knowledge about the rhetoric in the target culture. This paper focuses on the latter, examining the problems that the Indonesian learners face when writing an argumentative text in English due to cultural differences. Twenty eight adult EFL learners who participated in a language training to improve their English proficiency were asked to write an argumentative essay consisting of an introductory paragraph, two paragraphs in the body and a concluding paragraph. In this paper the analysis was confined to the introductory paragraphs that they wrote, and the results showed that the way they organized the ideas to build an argument in the introductory paragraphs was influenced by their native culture to a certain degree. Rather than expressing their thoughts and opinions in a linear fashion like native speakers of English commonly do, some of them wrote their arguments by beating around the bush, making it harder for the readers to identify and understand these writers' stance about a certain issue. Moreover, some others even avoided giving an overt argument in their paragraphs and embraced both contrasting views about a particular issue instead. Some implications for the teaching of writing argumentative text were proposed.
The present study reports the actual strategy use of good readers when they face hindrance in the... more The present study reports the actual strategy use of good readers when they face hindrance in the form of unfamiliar words. Eight undergraduates majoring in English at Surabaya State University performed think-aloud while reading two texts to find out how they coped with such difficulties. The verbal protocol indicated that half of the participants mainly relied on a bilingual (English-Indonesian) dictionary to attack unfamiliar words, and only one of them preferred to use a monolingual (English-English) one. Two of them employed context cues to infer the meaning of the words, while one participant combined the use of context cues and a monolingual dictionary as the major strategy. All but one of the participants skipped some of lexical items whose meaning was unknown to them, especially when these words did not have a key contribution to the meaning of the whole text.
A common drawback of a subjective test lies in scoring, which may result in scores that are too h... more A common drawback of a subjective test lies in scoring, which may result in scores that are too high or too low. This problem occurred in one of the classes that the author taught in the English Department of Surabaya State University (UNESA) when two learners expressed their doubts about the objectivity of the author in giving scores. To overcome the problem, action research was conducted. The subjects of the study were twenty-four undergraduates taking the elective course Teaching English to Young Learners (TEYL). At the end of the semester, they took an oral exam to evaluate their understanding of the materials. During the exam, they had to assess themselves (self-assessment) and their classmates (peer-assessment). At the same time, the author as a lecturer also assessed them (teacher assessment). The results showed that the teacher assessment yielded the lowest mean (1.63), whereas the mean of scores obtained from the peer assessment was higher (1.76). It was the learners themse...
Makalah ini memaparkan fenomena salah dengar yang terjadi pada orang Indonesia ketika mereka mend... more Makalah ini memaparkan fenomena salah dengar yang terjadi pada orang Indonesia ketika mereka mendengarkan ujaran penutur asli Bahasa Inggris. Dari kesalahan persepsi terhadap ujaran tersebut, ditemukan bahwa pendengar menggunakan pengetahuan fonetik ketika mendengar konsonan, vokal dan urutan segmen yang salah. Mereka juga menggunakan pengetahuan leksikal ketika membuat kesalahan yang terkait morfem, menciptakan kata-kata yang sebetulnya tidak ada dalam Bahasa Inggris, atau tidak bisa mengidentifikasi batas kata. Yang terakhir, kalimat-kalimat yang melanggar tata bahasa menunjukkan bahwa mereka menggunakan pengetahuan tentang sintaksis.
Learning a foreign language entails learning the culture where it is spoken. Although some educat... more Learning a foreign language entails learning the culture where it is spoken. Although some educators consider culture as a peripheral element in language teaching, evidence shows that language is hardly culture-free. Therefore, it is essential that culture be embedded in foreign language teaching. This paper attempts to suggest a technique of utilizing movie videos in classes of English as a foreign language (EFL) in Indonesia to improve the learners' aural perception skills and promote cross-cultural understanding. This technique engage the learners into some motivating activities that enable them not only to comprehend English expressions, but also contrast their native (Indonesian) culture and the target culture in which English is spoken as a mother tongue. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sensitizing them to the target culture, which is an inseparable aspect of language learning.
Statistical reasoning should precede the statistical method in the teaching of statistics because... more Statistical reasoning should precede the statistical method in the teaching of statistics because the students should master the concepts before they perform computations. To find out whether the students were aware of this principle, the present study explored their preference and the underlying reasons. Twenty undergraduates were taught central tendency and variability by using statistical method (with machine computation) and statistical reasoning (with manual computation) respectively in one session. Most of them turned out to prefer to reason and compute numeric data manually because they understood the statistical concepts and the process of the computation. On the other hand, the rest of the undergraduates preferred the teaching of statistics using the statistical method with machine computation for three reasons: accuracy, efficiency, and convenience. The implications of these findings for the teaching of statistics were presented.
Action research atau penelitian tindakan kelas (PTK) merupakan upaya para pendidik yang reflektif... more Action research atau penelitian tindakan kelas (PTK) merupakan upaya para pendidik yang reflektif untuk meningkatkan kualitas pengajarannya sehingga hasil pembelajaran siswa juga semakin baik. Pada awal perkembangannya di Amerika Serikat di awal abad 20, PTK menggunakan pendekatan kualitatif. Namun seiring berjalannya waktu, masalah di bidang pendidikan dan pengajaran juga semakin kompleks sehingga beberapa pendidik mulai menggunakan pendekatan kuantitatif. Makalah ini bertujuan untuk memaparkan PTK dengan pendekatan kualitatif dan kuantitatif, disertai dengan contoh-contoh PTK di bidang pengajaran Bahasa Inggris sebagai bahasa asing untuk memperkuat alasan penggunaan masing-masing pendekatan tersebut. Pendekatan apa pun yang digunakan—kualitatif atau kuantitatif—bukan menjadi masalah dan masih dapat disebut sebagai PTK, asalkan tujuan penelitian tersebut dapat dicapai, yaitu peningkatan kualitas pengajaran.
Guessing the meaning of unfamiliar words from the context can be one of the effective vocabulary ... more Guessing the meaning of unfamiliar words from the context can be one of the effective vocabulary strategies in reading comprehension. Two types of context clues and semantic clues. This study investigates the students' ability in employing (1) syntactic clues to identify the part of speech of the unfamiliar words, and further (2) semantic clues to figure out the meaning of these words. Results indicate that they are quite successful in utilizing syntactic clues, but they have less ability in using the semantic ones.
The role of the learners’ personality in learning English as a Foreign Language (EFL) has drawn t... more The role of the learners’ personality in learning English as a Foreign Language (EFL) has drawn the interest of researchers and educators. The present ex-post-facto study added empirical evidence of this issue by investigating whether extroversion and introversion affected the learners’ English proficiency. Seventy-five undergraduates majoring in English participated in this study and completed a questionnaire to find out whether they were extroverts, introverts, or ambiverts. They also took the Test of English Proficiency (TEP) to measure their language proficiency. The results indicated the English proficiency of the extrovert learners was not significantly different from that of the introvert or ambivert learners. On the basis of the findings, implications for the teaching of EFL and suggestions for further studies were presented.
This chapter describes two stages of a TESOL practicum at the State University of Surabaya, Indon... more This chapter describes two stages of a TESOL practicum at the State University of Surabaya, Indonesia. The first stage requires student teachers to participate in peer teaching and videotaped micro-teaching, as well as secondary school teaching practice during a semester break. This stage is part of an undergraduate degree in TEFL and takes place during the first semester of the third year of study. The second stage is available only to undergraduate degree holders and ends with a government-funded certification. The second stage grants certification and status as fully-qualified teachers, and requires that candidates attend an intensive pre-service teacher training at the university to develop detailed lesson plans, design engaging teaching materials, experience peer teaching, engage in classroom instruction at urban secondary schools, and conduct classroom-based action research. Prior to being awarded the government-required teaching certificates, pre-service teachers must also pass a compulsory competence examination set by the Ministry of Research, Technology, and Higher Education.
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