The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

Saiful Akmal, Fitriah Fitriah, Intan Fadhilah

Abstract


The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.


Keywords


challenges; Islamic school; lesson plan; mentor teacher; strategies

Full Text:

PDF

References


Akmal, S., Razali, K., Ningsih, Y. S., & Rosdiana. (2019). Wonderful or awful? Student-teachers’ classroom management experiences in practicum teaching. Getsempena English Education Journal, 6(1) 13 22. https://doi.org/10.46244/geej.v6i1.859

Albakri, I. S. M. A., Ismail, N., Hartono, R., Mohd Tahir, M. H., Hong Bee Abdullah, M. S., Sarudin, A., & Zulkepli, N. (2021). Mentoring practise during practicum: The perspectives of Malaysian pre-service English language teachers. Studies in English Language and Education, 8(2), 642–655. https://doi.org/10.24815/siele.v8i2.19282

Amanati, M. K. (2017). Kesesuaian antara rencana pelaksanaan pembelajaran menurut permendikbud no.103 tahun 2014 dengan pelaksanaan pembelajaran pada kelas X SMKN 2 Depok Sleman [The compatibility between the learning implementation plan according to the Minister of Education and Culture No.103 of 2014 with the learning implementation in class X SMKN 2 Depok Sleman, Bachelor thesis, UIN Sunan Kalijaga]. Institutional Repository UIN Sunan Kalijaga Yogyakarta. https://digilib.uin-suka.ac.id/id/eprint/27108/

Ambrosetti, A. (2014). Are you ready to be a mentor? Preparing teachers for mentoring pre-service teachers. Australian Journal of Teacher Education, 39(6), 30–42. https://doi.org/10.14221/ajte.2014v39n6.2

Andreasen, J. K., Bjørndal, C. R. P., & Kovač, V. B. (2019). Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers. Teaching and Teacher Education, 85, 281 291. https://doi.org/10.1016/j.tate.2019.05.011

Apsari, Y. (2018). Teachers’ problems and solutions in implementing curriculum 2013. Acuity: Journal of English Language Pedagogy, Literature and Culture, 3(1), 11–23. https://doi.org/10.35974/acuity.v3i1.620

Arslan, F. Y. (2018). The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study. TESOL Journal, 10(2), 1-13. https://doi.org/10.1002/tesj.409

Arslan, F. Y., & Ilin, G. (2018). The effects of teaching practicum on EFL pre-service teachers’ concerns. Journal of Language and Linguistic Studies, 14(2), 265–282.

Aydın, Ö., & Ok, A. (2020). Mentoring practices in English language teaching practicum: Student teachers’ perspectives on cooperating teachers’ roles in the Turkish context. The Teacher Educator, 55(3), 248 266. https://doi.org/10.1080/08878730.2019.1701756

Aydın, Ö., & Ok, A. (2022). Mentoring practices in ELT practicum: What do the leading actors experience? The Journal of Language Teaching and Learning, 12(1), 78–90.

Çankaya, P. (2018). The exploration of the self-efficacy beliefs of English language teachers and student teachers. Journal of Language and Linguistic Studies, 14(3), 12–23.

Carpenter, L., & Blance, B. (2007). Teaching internships and the learning community. In T. Townsend & R. Bates (Eds.), Handbook of teacher education (pp. 301–314). Kluwer Academic Publishers. https://doi.org/10.1007/1-4020-4773-8_20

Coenders, F., & Verhoef, N. (2019). Lesson study: Professional Development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217–230. https://doi.org/10.1080/19415257.2018.1430050

Cope, M. (2010). Coding qualitative data (3rd ed). Qualitative Research Methods in Human Geography.

Daoud, M. (2019). Language teaching in turbulent times: Curriculum-savvy teachers for curriculum success and sustainability. In C. Wright, L. Harvey, & J. Simpson (Eds.), Voices and practices in applied linguistics: Diversifying a discipline (pp. 177–193). White Rose University Press. https://doi.org/10.22599/BAAL1.k

Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569–588. https://doi.org/10.1080/19415257.2015.1065899

Dvir, N., & Schatz-Oppenheimer, O. (2020). Novice teachers in a changing reality. European Journal of Teacher Education, 43(4), 639 656. https://doi.org/10.1080/02619768.2020.1821360

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/J.AJTAS.20160501.11

Fernandez, C. (2002). Learning from Japanese approaches to professional development. Journal of Teacher Education, 53(5), 393–405. https://doi.org/10.1177/002248702237394

Gani, S. A., Zulfikar, T., & Sulisdawati, T. (2017). Perceptions of English teachers about lesson plans for the KTSP and the 2013 curricula. English Education Journal, 8, 503–517.

Gjedia, R., & Gardinier, M. P. (2018). Mentoring and teachers’ professional development in Albania. European Journal of Education, 53(1), 102–117. https://doi.org/10.1111/ejed.12258

Graham, P. (1997). Tensions in the mentor teacher-student teacher relationship: Creating productive sites for learning within a high school English teacher education program. Teaching and Teacher Education, 13(5), 513–527. https://doi.org/10.1016/S0742-051X(96)00053-4

Gravett, S., & Ramsaroop, S. (2017). Teaching schools as teacher education laboratories. South African Journal of Childhood Education, 7(1), 1–8. https://doi.org/10.4102/sajce.v7i1.527

Gray, C., Wright, P., & Pascoe, R. (2017). Raising the curtain: Investigating the practicum experiences of pre-service drama teachers. Australian Journal of Teacher Education, 42(1), 36–53. https://doi.org/10.14221/ajte.2017v42n1.3

Grimmett, H., Forgasz, R., Williams, J., & White, S. (2018). Reimagining the role of mentor teachers in professional experience: Moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education, 46(4), 340–353. https://doi.org/10.1080/1359866X.2018.1437391

Hamied, F. A. (2017). Research methods: A guide for first-time researchers. Universitas Pendidikan Indonesia Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.

Holland, E. (2018). Mentoring communities of practice: What’s in it for the mentor? International Journal of Mentoring and Coaching in Education, 7(2), 110–126. https://doi.org/10.1108/IJMCE-04-2017-0034

Hollingsworth, H., & Oliver, D. (2005, December 1-2). Lesson study: A professional learning model that actually makes a difference. In J. Mousley, L. Bragg, & C. Campbell (Eds.), Proceedings of MAV Annual Conference 2005 (pp. 1-8). Mathematical Association of Victoria.

Islam, M. T. (2020). Mentoring in education. Journal of ELT and Education, 3(4), 135–137.

Jasmi. (2014, October 7-9). English Teacher’s difficulties in designing lesson plan based on 2013 Curriculum (A case study in a Senior High School in Cipatat, West Java). The 61 TEFLIN International Conference, Sebelas Maret University, Solo, Indonesia.

Jensen, R., & Ottesen, E. (2022). Unfolding teaching practices in higher education courses: Cases from school leadership programs. International Journal of Educational Research, 112, 101919. https://doi.org/10.1016/j.ijer.2021.101919

Jones, J. (2000). Lesson planning: Towards purposeful learning and teaching. Encuentro. Revista de Investigación e Innovación en la clase de idiomas, 10, 89-98. http://hdl.handle.net/10017/930

Khojah, A., & Asif, F. (2020). Mentoring matters in workplace: The impact of formal mentoring program on EFL instructors’ performance at ELI, King Abdulaziz University, Saudi Arabia. English Language Teaching, 13(4), 140–161. https://doi.org/10.5539/elt.v13n4p140

Kibret, T. G. (2016). Lesson planning and students’ performance feedback data use [Unpublished doctoral dissertation] University of Koblenz-Landau.

Klassen, R. M., Durksen, T. L., Al Hashmi, W., Kim, L. E., Longden, K., Metsäpelto, R.-L., Poikkeus, A.-M., & Györi, J. G. (2018). National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries. Teaching and Teacher Education, 72, 64–74. https://doi.org/10.1016/j.tate.2018.03.001

Kourieos, S. (2019). Problematising school-based mentoring for pre-service primary English language teachers. Mentoring & Tutoring: Partnership in Learning, 27(3), 272–294. https://doi.org/10.1080/13611267.2019.1630992

Kubberød, E., Fosstenløkken, S. M., & Erstad, P. O. (2018). Peer mentoring in entrepreneurship education: Towards a role typology. Education & Training, 60(9), 1026–1040. https://doi.org/10.1108/ET-08-2017-0109

List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146–158. https://doi.org/10.1016/j.compedu.2019.03.009

Maddamsetti, J. (2018). Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: Case studies in U.S. elementary school contexts. Journal of Education for Teaching, 44(2), 232–236. https://doi.org/10.1080/02607476.2017.1422608

McGee, I. E. (2019). Developing mentor teachers to support student teacher candidates. SRATE (Southeastern Regional Association of Teacher Educators) Journal, 28(1), 23–30.

Miloslavsky, E. M., Degnan, K., McNeill, J., & McSparron, J. I. (2017). Use of Fellow as Clinical Teacher (FACT) curriculum for teaching during consultation: Effect on subspecialty fellow teaching skills. Journal of Graduate Medical Education, 9(3), 345–350. https://doi.org/10.4300/JGME-D-16-00464.1

Mon, C. C., Dali, M. H., & Sam, L. C. (2016). Issues relating to the implementation of lesson study in the Malaysian education context. IOSR Journal of Research & Methods in Education, 6(3), 77–85.

Musingafi, M., Mhute, I., Zebron, S., & Kaseke, K. E. (2015). Planning to teach: Interrogating the link among the curricula, the syllabi, schemes and lesson plans in the teaching process. Journal of Education and Practice, 6(9), 54–59.

Mutlu, A. K., & Dollar, Y. K. (2018). ELT mentors’ and mentees’ awareness levels of social skills in their Profession. European Journal of English Language Teaching, 3(4), 49–67.

Nuraeni, N., & Heryatun, Y. (2021). Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development. Studies in English Language and Education, 8(3), 1144–1157. https://doi.org/10.24815/siele.v8i3.20221

Natsir, Y., Yusuf, Y. Q., & Nasution, U. F. (2018). The rise and fall of Curriculum 2013: Insights on the attitude assessment from practicing teachers. SHS Web of Conferences, 42, 1-6. https://doi.org/10.1051/shsconf/20184200010

The Rise and Fall of Curriculum 2013: Insights on the Attitude Assessment from Practicing Teachers

O’Brien, W., Adamakis, M., O’Brien, N., Onofre, M., Martins, J., Dania, A., Makopoulou, K., Herold, F., Ng, K., & Costa, J. (2020). Implications for European physical education teacher education during the COVID-19 pandemic: A cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503–522. https://doi.org/10.1080/02619768.2020.1823963

Phang, B. L., Sani, B. B., & Azmin, N. A. B. M. (2020). Investigating mentor teachers’ roles in mentoring pre-service teachers’ teaching practicum: A Malaysian study. English Language Teaching, 13(11), 1–11. https://doi.org/10.5539/elt.v13n11p1

Qoyyimah, U. (2018). Policy implementation within the frame of school-based curriculum: A comparison of public school and Islamic private school teachers in East Java, Indonesia. Compare: A Journal of Comparative and International Education, 48(4), 571–589. https://doi.org/10.1080/03057925.2017.1334536

Ricohermoso, C., Abequibel, B., & Alieto, E. (2019). Attitude towards English and Filipino as correlates of cognition toward mother tongue: An analysis among would-be language teachers. Asian EFL Journal Research Articles, 26(6), 5–22.

Robertson, C., & Acklam, R. (2000). Action plan for teachers. British Broadcasting Corporation.

Said, H., & Yusof, S. (2014). Assessing the implementation of curriculum–2013 for teaching English subject in Islamic secondary schools: Using Delphi approach. In N. Hadi (Ed.), Proceedings of the 1st Academic Symposium on Integrating Knowledge (The 1st ASIK): Integrating Knowledge with Science and Religion (pp. 74-83). University Teknologi Malaysia.

Scott, C. E., McTigue, E. M., Miller, D. M., & Washburn, E. K. (2018). The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. Teaching and Teacher Education, 73, 1–13. https://doi.org/10.1016/j.tate.2018.03.010

Shanks, R., Attard Tonna, M., Krøjgaard, F., Annette Paaske, K., Robson, D., & Bjerkholt, E. (2020). A comparative study of mentoring for new teachers. Professional Development in Education, 1 15. https://doi.org/10.1080/19415257.2020.1744684

Simons, M., Baeten, M., & Vanhees, C. (2020). Team teaching during field experiences in teacher education: Investigating student teachers’ experiences with parallel and sequential teaching. Journal of Teacher Education, 71(1), 24–40. https://doi.org/10.1177/0022487118789064

Smith, M. K., & Lewis, M. (2015). Toward facilitative mentoring and catalytic interventions. ELT Journal, 69(2), 140–150. https://doi.org/10.1093/elt/ccu075

Smith, M. K., & Lewis, M. (2018). Supporting the professional development of English language teachers facilitative mentoring. Routledge.

Sowell, M. (2017). Effective practices for mentoring beginning middle school teachers: Mentor’s perspectives. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(4), 129 134. https://doi.org/10.1080/00098655.2017.1321905

Sparks, J., Tsemenhu, R., Green, R., Truby, W., Brockmeier, L. L., & Noble, K. D. (2017). Investigating new teacher mentoring practices. National Teacher Education Journal, 10(1), 59–65.

Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT course. Cambridge University Press.

Syamdianita, S., & 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. https://doi.org/10.24815/siele.v8i2.19202

Tambyah, M. (2019). Intercultural understanding through a ‘similar but different’ international teaching practicum. Teaching Education, 30(1), 105–122. https://doi.org/10.1080/10476210.2018.1453795

Tamilarasu, D. (2013). To the quality teacher and policy makers of quality education. Humanities and Social Sciences Reviews, 1(1), 10–16.

Tanjung, F. Z., Musthafa, B., & Wirza, Y. (2021). Voice of EFL mentor teachers: Mentorship for mutual professional development. Studies in English Language and Education, 8(3), 986–1005. https://doi.org/10.24815/siele.v8i3.20401

Ubit, F. (2017). Students’ perceptions of teachers’ teaching and interactions with students: Voices from a tsunami affected school in Banda Aceh. Studies in English Language and Education, 4(2), 204–215. https://doi.org/10.24815/siele.v4i2.6097

Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005

Uppal, T. (2011). Internet use for lesson preparation by pre-service teachers: A mixed methods study. Ontario Institute for Studies in Education University of Toronto.

Vikaraman, S. S., Mansor, A. N., & Hamzah, M. I. M. (2017). Mentoring and coaching practices for beginner teachers: A need for mentor coaching skills training and principal’s support. Creative Education, 08(1), 156–169. https://doi.org/10.4236/ce.2017.81013

Villagran, C. A., & Grinberg, S. M. (2019). Encouragement: Curricular policies, reformist rhetoric and responsibilisation. Educação & Realidade, 44(3), 1–18. https://doi.org/10.1590/2175-623683028

Voss, T., & Kunter, M. (2020). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292 306. https://doi.org/10.1177/0022487119839700

Wahyuni, S. (2016). Curriculum development in Indonesian context the historical perspective and the implementation. UNIVERSUM: Jurnal KeIslaman dan Kebudayaan, 10(1), 73-82. https://doi.org/10.30762/universum.v10i1.225

Wilson, M. S., & Peterson, P. L. (2006). Theories of learning and teaching what do they mean for educators. National Education Association, 16.

Yusof, A. R. M. (2017). Psychographics of would be teachers: Are we fishing in the right pond? Studia Didaktika, 11(1), 17–32.

Yusuf, Y. Q., Natsir, Y., & Hanum, L. (2015). A teacher’s experience in teaching with Student Teams-Achievement Division (STAD) technique. International Journal of Instruction, 8(2), 99–112. https://doi.org/10.12973/iji.2015.828a

Zauchner-Studnicka, S. A. (2017). A model for reverse-mentoring in education. International Journal of Educational and Pedagogical Sciences, 11(3), 551-558. https://doi.org/10.5281/zenodo.1129019




DOI: https://doi.org/10.24815/siele.v9i3.23063

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.