accreditation standards in Indonesia leads to the ...and monolog, especially those dealing with...

�  The absence of English teachers accreditation standards in Indonesia leads to the competency gap among the teachers, that causes the students competency gap. It was clearly seen trough the result of National Final Examination. The student s ‘achievement gap between big cities and rural areas is really wide.

� How to close the teachers competency gap trough e-Learning ?

�  The present objective aims at closing the teachers’ competency gap trough e-Learning in Malang

This project was worth doing, because of the advantages it would have for various parties:

�  The Students The students had an opportunity to have an effective and interesting learning process, which enable to enhance their English competency.

�  The teachers The teachers can use the product of this project and develop their teaching method, which enable them to create an interesting and enjoyable learning process.

�  The stake holder The stake holder can use the result of the

project as an input in making decision

�  The 2004 English curriculum mentions competency standards for grades X, XI, and XII, each of which contains basic competencies comprising Listening, Speaking, Reading, and writing. The curriculum also mentions indicators of language action competencies and examples of materials for each basic competency.

� Competency standards for grade X state “To fluently and accurately communicate orally and writing using suitable language variety in both interactional and monolog discourses, especially those dealing with discourses in the forms of narration, procedure, spoof/recount, report, and news item.”

� Competency standards for grade XI state “To fluently and accurately communicate orally and in writing using suitable language variety in both interactional and monolog discourses, especially those dealing with discourses in the form of description, narration, anecdote, analytical exposition (without recommendation), and hortatory exposition (with recommendation) which lead to various interpersonal meaning.”

� Competency standards for grade XII state “To fluently and accurately communicate orally and writing using suitable language variety in interactional and monolog, especially those dealing with discourses in the forms of narration, explanation, discussion, commentary, and review with the emphasis on complex interpersonal meaning and varied textual meaning.”

INSTRUCTIONAL OBJECTIVE

NEEDS OF THE STUDENTS

TEACHING ACTIVITIES EVALUATION

�  Since “Evaluation is systematic process of determining the extent to which instructional objectives are achieved by pupils.” (Gronlund, 1981), it plays a great role in education.

Evaluation not just determines the effectiveness of teaching instruction, but the professionalism of the teacher himself. For the students, evaluation is in the form of the test. Meanwhile, for the teacher, it is called accreditation.

�  The word accredit is an interesting word related to the same root word as credible, or believable.(NAPS,2007)

Teacher accreditation is meant to protect students. It is ensures that the teacher is educating his students and meeting quality standards.

�  Time The “Lets Do It Together” Project was

done from December 2006 to April 2007. �  Place The project was held at SMA 2 Malang

(high school), as the head quarter of English Teacher Community.

� Digital Literacy �  Lesson Study � Moving Teacher �  English Text Book Design �  English National Final Examination Tryout

Design

English Achievement National Examination Scores

Science Program (41 schools and 2841 students)

Social Program (47 schools and 3191 students)

Language Program (17 schools and 417 students)

Classification   A   B   B  

Mean   7.56   7.13   7.14  

The Lowest   1.20   0.80   0.80  

The Highest   10.00   10.00   10.00  

S t a n d a r d

deviation  1.06   1.51   1.54  

a. Very good : A (mean > 7.50)  

a. Good : B (6,50 < mean < 7.50)  

a. Fairly : C (5.50 < mean < 6.50)  

a. Poor : D (4.50 < mean < 5.50)  

a. Very poor : E ( mean < 4.50)  

Scores Science Program Social Program Language Program

Real   %   Real   %   Real   %  

10.00   46   1.62   13   0.41   1   0.24  

9.01 – 9.99   781   27.49   273   8.56   47   11.27  

8.01 – 9.00   855   30.10   6.25   19.59   115   27.58  

7.01 – 8.00   568   19.99   6.20   19.43   78   18.71  

6.01 – 7.00   303   10.67   593   18.58   74   17.75  

5.00 – 6.00   202   7.11   631   19.77   60   14.39  

4.25 – 4.99   44   1.55   202   6.33   24   5.76  

3.01 – 4.24   39   1.37   200   6.27   14   3.36  

2.01 – 3.00   3   0.11   34   1.07   4   0.96  

1.01 – 2.00   -   -   -   -   -   -  

0.01 – 1.00   -   -   -   -   -   -  

0 / incomplete   -   -   -   -   -   -  

English

Achievement

National

Examination  

Scores  

Science Program  

(7332 schools and

484713 students)  

Social Program  

(8853 schools and

631038 students)  

Language Program  

(992 schools and

31969 students)  

Classification   A   B   B  

Mean   7.56   7.13   7.14  

The Lowest   1.20   0.80   0.80  

The Highest   10.00   10.00   10.00  

Standard deviation   1.06   1.51   1.54  

�  The result of English Teachers Empowerment in Malang shows that teachers collaboration trough community forum were effective in closing the teachers quality gap.

�  If there is no teachers’ accreditation standard in the area, the teachers collaboration can be done

�  The result of final examination 2006 – 2007 in Malang shows that the Science Program achieves A, Social Program B, and Language program B criteria. It is considered good result. However, the mean of Social Program that is 6,89 is below the national’s mean (7.13). Thus, it is a warning for Social Program’s teachers to escalate their professionalism.

�  The teachers should join the Teachers Community Forum to empower themselves.

�  The stake holder should provide teachers accreditation standards.