The Roles of English Teacher Forum (MGMP) in Indonesia Towards the Teacher Professional Development

Septian Hanung Dwi Atmoko, Paulus Kuswandono

Abstract


This research was conducted to look for the roles of the English teacher forum (MGMP) in Klaten, Central Java, Indonesia as an integral part of their teacher professional development (TPD). The abbreviation of MGMP stands for Musyawarah Guru Mata Pelajaran or English Teacher Forum in the context of this study. The research involved fifteen English teachers from various accessible schools. The phenomenological method was used in this research to understand the teachers’ experiences of the contribution of MGMP towards their TPD. Further, the research utilized a questionnaire and interviews to collect the data from the participants. The three-step data analysis from Ary, Jacsobs, Sorensen, & Razavieh (2010) namely familiarizing and organizing, coding and reducing, and interpreting and representing were employed to validate the data. The results demonstrate that MGMP gives a lot of benefits to the TPD. Nevertheless, some aspects should be improved, such as conducting research on teachers’ training needs, providing sustainable post-training supervision, and creating simple and efficient systems related to the school administration. For future research direction, further studies should focus on improving those aforementioned factors.


Keywords


English teacher forum (MGMP), MGMP benefits toward TPD, teacher professional development (TPD)

Full Text:

PDF

References


Anif, S., Prayitno, H. J., & Idrus, N. B. M. (2019). Effectiveness of pedagogical competence: A development model through association of biology teachers’ forum. Jurnal Pendidikan IPA Indonesia, 8(1), 22–31. https://doi.org/10.15294/jpii.v8i1.17176

Ary, D., Jacobs, L. C., Sorensen, C., & & Razavieh, A. (2010). Introduction to Research in Education.

Avillanova, A. A., & Kuswandono, P. (2019). English Teacher Professional Development in Indonesia: the Challenges and Opportunities. English Review: Journal of English Education, 8(1), 41. https://doi.org/10.25134/erjee.v8i1.1972

Bakar, R. (2018). The influence of professional teachers on Padang vocational school students’ achievement. Kasetsart Journal of Social Sciences, 39(1), 67–72. https://doi.org/10.1016/j.kjss.2017.12.017

Cirocki, A., & Farrell, T. S. C. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j.system.2019.102111

Cohen, L., Manion, L., & & Morrison, K. (2007). Handbook of Teacher Education. In Handbook of Teacher Education (Issue June). https://doi.org/10.1007/1-4020-4773-8

Cohen, L., Manion, L., & & Morrison, K. (2012). Research methods in education (6th ed.). Routledge.

Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: A path model approach. Teaching and Teacher Education, 61, 189–198. https://doi.org/10.1016/j.tate.2016.10.015

Darling-hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. June.

Eun, B. (2018). Adopting a stance: Bandura and Vygotsky on professional development. Research in Education, 105(1), 74–88. https://doi.org/10.1177/0034523718793431

European Commission. (2012). Supporting the Teaching Professions for Better Learning Outcomes. Education Policy Analysis Archives, 13(42), 65. https://doi.org/10.1093/carcin/bgt077

Fadhliyah, R., Mirizon, S., & Petrus, I. (2020). Professional Development of English Teachers at a State Islamic Senior High School in Palembang. Indonesian Journal of EFL and Linguistics, 5(2), 471. https://doi.org/10.21462/ijefl.v5i2.282

Hayu, W. R. R., Permanasari, A., Sumarna, O., & Hendayana, S. (2019). Activities of Mgmp Ipa Activities To Increase the Teacher Competence in Bogor District. Indonesian Journal of Social Research (IJSR), 1(1), 17–22. https://doi.org/10.30997/ijsr.v1i1.6

Helmy, Y. F. (2018). The Strategy in Improving English Teachers ’ Professionalism Through MGMP. International Conference on Education, 3, 345–352.

Herawati, W. (2017). Pengaruh Motivasi Kerja Guru dan Implementasi Program Kerja Musyawarah Guru Mata Pelajaran (MGMP) Terhadap Kinerja Mengajar Guru di MTS Negeri Model Brebes. Syntax Literature: Jurnal Ilmiah Indonesia, 2(9), 1–14. https://doi.org/10.1016/j.tmaid.2020.101607%0Ahttps://doi.org/10.1016/j.ijsu.2020.02.034%0Ahttps://onlinelibrary.wiley.com/doi/abs/10.1111/cjag.12228%0Ahttps://doi.org/10.1016/j.ssci.2020.104773%0Ahttps://doi.org/10.1016/j.jinf.2020.04.011%0Ahttps://doi.o

Imants, J., & Van der Wal, M. M. (2019). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1–14. https://doi.org/10.1080/00220272.2019.1604809

Kementrian Pendidikan, D. P. D. (2015). Pedoman Pemberian Dana Bantuan Peningkatan Karier PTK SMP Melalui MGMP SMP. In Pedoman Pemberian Dana Bantuan Peningkatan Karier PTK SMP Melalui MGMP SMP (pp. 1–46). Ditjen Diknas.

Kent, D. (2018). Analysis of Timeline Posts to a Language Teacher Organization Public Facebook Group. TOJET: The Turkish Online Journal of Educational Technology, 17(1), 1–10.

Lestariningsih, F. E., Hope, J., Madya, S., & Nurkamto, J. (2018). IST (In-Service Training) Model to Improve English Teachers’ Pedagogical and Professional Competencies in the Computer Science Department of Universities in Indonesia. Indonesian Journal of EFL and Linguistics, 3(2), 115. https://doi.org/10.21462/ijefl.v3i2.72

Monica, S., & Kuswandono, P. (2019). Benefits and Challenges of Teacher Professional Development Program Implementation: English Teachers’ Perspective. International Journal of Indonesian Education and Teaching, 3(2), 253–265. https://doi.org/https://doi.org/10.24071/ijiet.2019.030212

Nooruddin, S., & Bhamani, S. (2019). Engagement of School Leadership in Teachers’ Continuous Professional Development: A Case Study. Journal of Education and Educational Development, 6(1), 95–110. https://doi.org/10.22555/joeed.v6i1.1549

Nurhayati, D. A. W. (2018). Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models. Dinamika Ilmu, 18(1), 91–108. https://doi.org/10.21093/di.v18i1.1034

Priajana, N. (2017). Continuing Professional Development Activities for English Teachers. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 2(1), 37. https://doi.org/10.24235/eltecho.v2i1.1592

Purwoko, A. A., Andayani, Y., Muntar, M., & Diartha, I. N. (2017). Efforts in improving teachers’ competencies through collaboration between teacher forum on subject matter (MGMP) and pre-service teacher training institution (LPTK). Jurnal Pendidikan IPA Indonesia, 6(1), 11–15. https://doi.org/10.15294/jpii.v6i1.8858

Rahman, A. (2016). Teacher professional development in Indonesia: The influences of learning activities, teacher characteristics, and school conditions. University of Wollongong Thesis Collections, 300. https://doi.org/10.1021/jo001549j

Rodhi, R. (2015). The Capacity of English Subject Teachers ’ Working Group (MGMP) in Supporting Teacher Professional ( A Case Study of English MGMP of Senior High Schools in Kota Pontianak ). Junal Pendidikan Bahasa, 4(1), 143–156.

Siswanto, I. L., & Kusswandono, P. (2020). Understanding Teacher Identity Construction : Professional Experiences of Becoming Indonesian Montessori Teachers. 5(1), 1–16.

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001




DOI: http://dx.doi.org/10.21462/jeltl.v6i1.501

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:[email protected]


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: