The discussion below reveals the heterogeneity of English teachers in SD based on studies by Suyanto (2010) and Zein (2011).
Teachers without an English background
English teachers who have no relevant English background are those who do not undertake a major in English or English education during their pre-service education. They come from three pools of education system: 1) School for Teacher Education (Sekolah Pendidikan Guru - henceforth SPG); 2) Primary School Teacher Education program (Pendidikan Guru Sekolah Dasar - henceforth PGSD); and 3) undergraduate level of education other than education and English.
The first generation of teachers in SD consists of graduates of SPG. SPG is equivalent to a Senior High School (SMA) level of education. The establishment of the Decree of Ministry of Education and Culture No. 2/1989 then required the improvement of qualification from SPG into D-II (Diploma II). Even though the program has now been replaced by PGSD, a large number of its graduates are still active classroom teachers who also teach English.
The bulk of English teaching force in SD in Indonesia primarily consists of those who graduate from PGSD. Various studies confirmed the presence of this group of teachers in
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areas throughout the country such as Bandung (Nizar, 2004), DKI Jakarta (Suyanto & Chodidjah, 2002), Medan (Ernidawati, 2002), Malang (Rohmah, 1996), Sidoarjo (Susanto, 1998), and Blitar (Agustina, et al., 1997). PGSD is a four-year bachelor degree offered by various LPTKs aiming to produce qualified and competitive primary school classroom teachers; to conduct research that involves lecturers, students, and primary school teachers in order to further improve the quality of learning and teaching at primary level; and to conduct community services and become part of the solution of the national education. Graduates of PGSD will acquire knowledge and skills related to young learner pedagogy, classroom pedagogy, theories of teaching, educational philosophies, teaching practicum, learning assessment, among others (PGSD FIP UNNES, 2011).
Upon graduation they are conferred with a Bachelor Degree in Primary Education, which is the minimum qualification to teach in SD as stipulated by Section 1.b of The Decree of Minister of National Education Republic of Indonesia No. 16/2007 on Standards of Teachers’ Academic Qualification and Competence and Chapter 29 of The Government Law of Republic Indonesia No. 19/2005 On National Standard on Education. Their exposure to English is limited to attending a unit called English for University Students, which is offered at 2-4 credit points (100-200 minutes/week) to provide some general English preparation for the students or some private English courses (Zein, 2011).
The appointment of teachers who graduate from SPG and PGSD is usually platformed by economic interests (Lestari, 2003; Suyanto, 2010). The fact that English occupies an important space in Indonesia as it is encouraged by stakeholders in various levels: government, employers, and parents (Lamb & Coleman, 2008) has led to a widely held belief amongst the community which associates English with beneficial intellectual capital. A school’s reputation in the community may also be uplifted as long as it offers English in their curriculum timetable. Taking these factors into account, a large number of school principals put value in offering English instruction. While in most cases classroom teachers are appointed to teach English to the students in their class, in some cases some teachers
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who are considered to have better command of English in comparison to other teachers are appointed to teach English.
A considerable portion of the existing English teachers consists of graduates of other non- English programs such as Biology, Mathematics, Indonesian Language, etc. Graduates of other non-English programs and PGSD alike have not undertaken English for Young Learners, but are equipped with a unit called English for University Students, which is offered for 4 credit points (200 minutes/week) to provide some general English preparation for the students. They are equipped with knowledge and skills specific to the nature of their major, but are not pedagogically prepared to teach English at any levels of education in Indonesia. The unavailability of other occupational options relevant to their academic qualifications constitutes the major factor of this group of teachers embarking on a career in primary school English teaching. Some primary school principals whose school does not have qualified English teachers hire applicants who are graduates of non- English programs. They may have obtained a certificate in English language of any kind from a private English course but have no specific preparation in English education during their pre-service education (Zein, 2011).
Teachers with an English background
Teachers of English at primary level with an English background are those who undertook a major in an English related field during their pre-service education. They come from The Institution of Education and Teacher Education (Lembaga Pendidikan Tenaga Keguruan- henceforth LPTK). LPTK is the main form of pre-service teacher education for English teachers in Indonesia, consisting of higher education institutions whose main role is to provide education and pedagogical training for those who are interested in teaching in junior and senior high schools. LPTKs include Institute of Teacher Training and Education (Institut Keguruan dan Ilmu Pendidikan-henceforth IKIP), College of Teacher Training and Education (Sekolah Tinggi Keguruan dan Ilmu Pendidikan-henceforth STKIP), and Faculty of Teacher Training and Education (Fakultas Keguruan dan Ilmu Pendidikan-henceforth FKIP) (Cahyono, 2006).
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One pathway for student teachers wishing for a career in English teaching in Indonesian school is called the concurrent system. Prospective student teachers within this system have already decided to become English teachers by the time they started to enrol in English Language Education Program. The program is aimed to prepare student teachers who wish to pursue a career in English teaching at secondary level (SMP and SMA). Those who graduate from this program are prepared with units related to English skills such as Literal Listening, Interpretive Listening, Speaking for Group Activities, Speaking for Formal Setting, Literal Reading, Critical Reading, Argumentative Writing, among others (Universitas Negeri Malang, 2010a) and are conferred with Bachelor of Education in English Language upon their graduation. Teachers graduating from English Language Education Program will have acquired strong English language proficiency knowledge, and knowledge and skills related to curriculum, syllabus, language testing and assessment, teaching methodologies, teaching skills, and materials development.
Another system is called consecutive system that is established in educational-based universities such as State University of Jakarta and State University of Malang. Within this system, student teachers may either decide to become English teachers right from the beginning by attending English Language Education Study Program or later on by attending English Study Program. There are two concentrations in English Study Program: English Language and English Literature; and those who graduate from this program are conferred with Bachelor of Arts in English (Saukah, 2009).
The English Study Program is a four year undergraduate degree consisting of 146 credit points. Teachers graduating from English Study Program will have acquired strong foundation on areas of English linguistics (e.g. phonology, syntax, morphology, and semantics) and English literature (prose, poem, and drama). EYL (English for Young Learners) is not offered to students of this program, but English pedagogy is covered in units such as Teaching English as a Foreign Language (TEFL) and Language Learning Assessment (Universitas Negeri Malang, 2011b).
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