Empowerment in Madrasah: What English Teachers Have to Say

Abstract

Empowerment is often defined by impact, competence, and meaningfulness (Frymier, Shulman, & Houser, 1996). In order to empower students, English teachers have to be empowered themselves. However, research indicates teachers of English in madrasahs is still underperformance. Thus, this paper is attempted to explain the aspects and factors relating to empowerment issues in the contexts of the madrasahs in Indonesia. Despite of small number of madrasah that have high qualified performances in instructional practices, public madrasahs still sound unsatisfying comparing to the secular schools. The issue of teachers and learners' voices are still lack of attention in both school and instructional decision making. As the results, participation and engagement in English learning are still remaining less appreciation in term of meaningful learning both for teachers and students.

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“…This is a normal situation as the school is large and heterogeneous populated school. Overall, the workshop is successful to foster the school teachers' sense of empowerment (Misdi, 2017) and this should be a starting point to be better for the school (Zwart et al, 2015) toward a community-based professionalism development (Harjanto et al, 2018).…”

Speaking fluency and EFL learners’ reluctance to speak english among primary school students: factors and evidence

“…Albeit a number of previous research, the teacher should know what the difficulties that may be faced by the learners, and factors that influence in speaking performance. Therefore, this study seeks to fulfill the gap as expressed by Misdi (2017) that English teaches have to listen to what their students' needs. This implies learners' power is accommodated meaning that learners will have their voice involved.…”