• FACTORS AFFECTING DEVELOPMENT OF SENIOR HIGH SCHOOL ENGLISH LANGUAGE TEACHERS IN CONDUCTING CLASSROOM ACTION RESEARCH (A Survey Study of Senior High Schools in Jakarta)

    Author(s):
    Thobias Sarbunan (see profile)
    Date:
    2017
    Subject(s):
    Education, Educational tests and measurements, Educational evaluation, Education--Study and teaching, Language arts teachers--Training of, Research--Methodology
    Item Type:
    Thesis
    Institution:
    FACULTY OF LANGUAGE AND ART MASTER PROGRAM OF ENGLISH LANGUAGE EDUCATION STATE UNIVERSITY OF JAKARTA
    Tag(s):
    : Education/Technology/Faculty Development/Action Learning/Adult Education/University/Science/politics/Teachers/Educators/chool Social Studies, ACRL Framework for Information Literacy in Higher Education, educational science, Educational assessment, Educational studies, Language arts teacher education, Research methods
    Permanent URL:
    http://dx.doi.org/10.17613/32ja-b122
    Abstract:
    The development of teachers is substantial in acquiring sustainable development to achieve educational goal. The domain of teacher development such as pedagogic skills, research skills and classroom management need to be embedded in professional development program, because some factors whether facilitating or hindering are potential affecting their development. This study aimed to identify the internal and external factors affecting senior high school English Language teacher development in conducting classroom action research which covered; internal factors (facilitating and hindering) and external factors (facilitating and hindering). This study used descriptive survey where the instruments of collecting data covered questionnaire and interview, with 51 teachers of public and private senior high schools in Jakarta. The findings of this study showed that, the dominant factors that facilitated teacher development were teacher colleague motivation, self and family motivation, administration and government motivation. The external factors that facilitated were government policy, school facilities, sub-district and MGMP atmosphere, other duties, syllabus design requirement, the new curriculum in school, and also school semester and government funding for teacher training. Moreover, hindering factors showed factor of school internet access and teacher paired motivation. This research concluded that, the senior high school English language teachers were facilitated to develop their self in conducting classroom action research through internal and external factors.
    Notes:
    Sarbunan, Thobias. 2017. The Factors Affecting Teacher Development in Conducting Classroom Action Research (A Study in Some of Senior High School at Jakarta). Thesis. Faculty of Language and Art, Master Program of English Language Education, State University of Jakarta.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution-NonCommercial

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