Teaching English as a Foreign Language in Indonesian Schools in the Reform Era: What Do Teachers Have to Say?

Abstract

Confronted with ever-changing policy and practical demands teachers of English as a Foreign Language (EFL) in Indonesia have to do a very unique priority setting in order to develop survival strategies which are unlikely required by their counterparts working overseas. The purpose of this article is to discuss EFL teachers’ experiences in teaching English in Indonesian schools in the reform era. First, a historical sketch is presented which provides background to the contextual demands confronting EFL teachers both at policy and practical levels. Second, an analysis is conducted based on the context of situation in order to locate the core of teachers’ roles within the changing context. Next, discussion is presented on the basis of comments made by different groups of teachers on their experiences working within a system fraught with conflicting demands: how the teachers cope with the problems and what strategies they use to survive working in the system. Based on results of this analysis fundamental issues are located and a room for improvement is created relative to the needs for concerted efforts to ensure that teachers get the support they deserve to discharge their professional duties within the system. Last, suggestions are presented to provide a better support system for teachers’ professional development so that the profession of Teaching English as a Foreign Language (TEFL) proliferates as expected.