The Effectiveness of English Teacher Development through SSRU Coaching Process

Abstract

       Teacher training and professional learning communities for English language teachers contribute to driving the development of English language skills for learners. This quasi-experimental research aimed to 1) investigate the effects of SSRU process coaching on the learning management of English language teachers and 2) compare the English reading ability of students whose learning was managed by teachers coached through the SSRU process. The SSRU coaching process comprised Storytelling (S), Self-reflection (S), Resourcefulness (R) and using new pedagogies (U). This research is a quasi-experimental study. The participants were selected through a purposive sampling method and comprised of two groups: 1) students at the kindergarten 3 and grade 1-2 level (N=84) and 2) teachers of English (N=2). Data analysis consists of descriptive statistics, including mean, percentage, and standard deviation, used to analyze data from teacher questionnaires on coaching according to the SSRU process and students' English pronunciation abilities. Additionally, document analysis was used to analyze the effects of coaching according to the SSRU process on teachers' English language learning management.

       The results showed that the effectiveness of the SSRU coaching process consisted of (1) teachers being able to apply knowledge and skills to create alternative teaching media for English learning management and (2) English reading ability test scores increasing at all levels, with kindergarten level accounting for 90.35%, primary school level 1 accounting for 88%, and primary school level 2 accounting for 96.43%. This research is useful for the development of managing a professional learning community for English teachers that will lead to students’ higher English learning achievement.