1

REPORT OF EFL TEACHER INTERVIEW

Background Information of the Interviewee
An interview has been done by the writer towards a forty-seven-year-old-man
English teacher, Mochtar Rosyidi. He has taught English for almost ten years in SMP
PGRI 2 Panggul. His education background exhibits that:
Elementary School : SDN 1 Manggis, Panggul, Kab. Trenggalek 1972-1978
Junior High School : SMP PGRI 2 Panggul, Kab. Trenggalek 1981-1984
Senior High School : SMA Maarif Trenggalek 1984-1987
College : Jurusan Pend. Tata Niaga STKIP PGRI Jakarta 1990-1994.
From the interview, it has been revealed that for him education is a struggle of
life. He is born in 1964. However, he went through Elementary School after age of
eight. This, based on his story, was caused by the familys economic condition. The
same reason also acted as a barrier of his Junior High School education: he continued to
Junior High School after three years of termination. Graduated from Junior High
School, he studied at Senior High School in Trenggalek. For his Senior High School
education, he had to work in his leisure time for the school fee. After the graduation, he
followed his older brother to Karawang to earn some money. Around four years at
work, he enrolled for Pendidikan Tata Niaga at STKIP PGRI Jakarta.
Teaching English, as can be seen, is not in line with his education in college. He
is learning English autonomously after graduated from university while working in a
company in Karawang. Around nine years being a common worker at the same
company, he tried to look another chances of job. He came back to Trenggalek and
tried to apply as an English teacher in SMP PGRI 2 Panggul in which he had ever
studied there. He was accepted there, and teaches English until now.
Based on his story, the first time he taught English made him nervous. This was
caused by his feeling of his narrow knowledge of English. However, after doing
teaching English for many years, he believes that he learns English by teaching it.
2

Related to his experience of teaching, besides teaching English at SMP PGRI 2
Panggul, he also established a non-formal institution for students wishing to learn
English. He established the institution since 2007.
The Interviewees Believe of English Language Teaching
Related to English teaching, he believes that a successful learning of English can
be done through thinking and doing seriously (Personal communication, Rosyidi,
December 13, 2012). In relation to this, he stated that his believe is in line with his
struggle in learning English autonomously. He thought of English seriously: he looked
for the input of learning then comprehended it by himself. He did of English seriously:
after comprehending the input, he acted it in daily life.
The Interviewees Method of Teaching English
In teaching his students, he applies his believe on language teaching learning
English by thinking and doing seriously. He gives his students materials, for example
on greeting conversation, the students are arranged to practice it in a group. He stresses
on the need of communicative proficiency that might be resulted from this kind of
activity. In addition, he also argues that giving a topic for students activities is salient.
This is in line with Urs (1991) experiment, although minority, it is significant to note
that students also prefer topic-based discussion for its more-interesting activity.
Sometimes, based on him, the students are also given materials on grammar which they
have to use in a conversation with their friends. He stated that in teaching EFL learners
having limited background knowledge of English, the role of L1 (in this case is
Indonesian) is crucial. He pointed out that translating a text, for instance, is necessarily
done for enhancing the students knowledge both on vocabularies and grammar aspect.
Based on his way of teaching English, a conclusion can be drawn that he is using
mixing method: communicative approach and grammar translation method.
Communicative approach is an approach emphasizes on the need to teach
communicative competence as opposed to linguistics competence: function is
emphasized more than form or structure (Dogget, 2003). Moreover, Cook (2003)
argues that language-learning success is to be assessed neither in terms of accurate
grammar and pronunciation for their own shake, nor in terms of explicit knowledge of
the rules, but by the ability to do things with the language, appropriately, fluently, and
3

effectively. The implementation of Communicative approach can be seen from the
activities when it comes to the students are managed to have a conversation or activities
related to the topic given.
In other hand, seeing his believe on the important of first language role and
translating activities in teaching English, it can be concluded that he is also using
Grammar Translation Method. Actually, Grammar Translated Method (GTM) or
known as Classical Method (Brown, 2001) or Prussian Method (Richards and Rodgers,
1986) is the most traditional kind of method in language teaching (Cook, 2003). This
method focuses on developing students appreciation of the target languages literature
as well as teaching the language (Dogget, 2003). Moreover, Brown (2001) argues that
Grammar Translation Method focuses on grammatical rules, memorization of
vocabulary and of various declensions and conjugations, translations of texts doing
written exercises.
There is no best method (Dogget, 2003). I personally agree with the statement.
Seeing the fact from my interview result, the method used in English language teaching
by the interviewee is the mixing method: the GTM and Communicative Approach are
used partly. This is because the methods are not established from classroom experience
and experimentation, but are artificially transplanted into the classroom and as such, far
removed from classroom reality (Nunan, 1991; Pennycook, 1989; Richards, 1989, cited
in Kumaravadivelu, 1994).
In relation to the role of local linguistics (particularity) in English Language
Teaching, he argues that it is crucial to have local linguistics and issues involved, in
order English is easily comprehended by the students. Moreover, local linguistics and
issues can be used not only for English being easily comprehended but also for
familiarizing the issues and linguistics happening around the students. In line with this,
Kumaravadivelu (2008) with his posmethod pedagogy introduces a kind of method in
English Language Teaching which has three parameters in it: particularity, practicality
and possibility. The parameter of particularity means that any postmethod pedagogy
must be sensitive to any particular situation. Only by applying that particularity, a
context-sensitive language teaching and learning can emerge. The second parameter is
practicality. This parameter focuses on teachers reflection and action. Hence, by
applying this parameter, teachers are encouraged to theorize from their practice and
4

practice what they theorized. The last parameter is possibility. This parameter focuses
on language identity and learners identity (ibid, 2008).
Neuro Linguistic Programming is a training philosophy and set of training
techniques as an alternative form of therapy (Grindler & Bandler, 1970s, cited in
Wahyudi, 2012). Moreover, Revell and Norman (1997) points out that there are thirteen
positive presuppositions that NLP has:
mind and body are interconnected, the map is not the territory, there is no failure only
feedback, knowing what you wants help you get it, the resources we need are within us,
communication is verbal and non-verbal, the non-conscious mind is benevolent,
communication is conscious and unconscious, all behavior has positive intension, the
meaning of my communication is the response I get, modeling excellence behavior leads
to excellence, and in any system, the element with the greatest flexibility will have the
most influence on that system. In line with this, the interviewee states that positive
thinking taught to his students has a big role in successful English learning and teaching
(p. 15).
In addition, he exemplifies if the students are given a presupposition there is no
failure, only feedback, the students are eager to always trying and practicing English
without fearing of being wrong. This is caused by a comprehension of them that they
do not make a mistake, so they are not afraid to learn. Moreover, Wahyudi (2012)
argues that applying NLP in classroom can help the teacher become an effective teacher
in teaching English.
In the case of facing a student lacking intelligence of linguistics, the interviewee
argues that soft-subjected action is needed. Moreover, intense care from the teacher and
his friends is important. It is necessary to do so in order the student does not feel being
swept away and fear to learn English. Ignoring or avoiding student lacking intelligence
of linguistics is not fair. This is because human intelligence has multiple dimensions
that must be acknowledged and developed in education (Howard Gardner, 1993,
Harvard Graduate School of Education, cited in Wahyudi, 2012). There are eight
possible intelligences that a person may have: Linguistics, Logical/Mathematical,
Spatial, Musical, Bodily/kinesthetic, interpersonal, intrapersonal, and naturalist. Thus, it
can be assumed that if the student is lacking linguistic intelligence, it does not mean
that he is a fool, but it may he has other possible intelligences (ibid, 2012). This
5

Multiple Intelligences Model is cultural free. It means that not only western fellows, for
instance, have this eight-possible intelligences, but all of races, all of cultures have it.
There are several problems he encounters in English Language Teaching. In rural
area, it may be common that English is considered as a complex and sophisticated
language that it needs more energy and thought that must be spent in learning it. This
view is fossilized in the students minds, the interviewee said. The low consideration of
the importance of learning English of the students is another problem he encounters in
teaching English. Those problems make the students to be interested in English even
more difficult.
For the interviewee teaching English is under a mission: making the students
master English for facing the globalization era. This mission is a reflection of his
experience in the past: learning English is necessary for better job. Seeing the fact that
nowadays, a person having high English proficiency is highly demanded in working
world than a person who does not.
Conclusion
There is no best method in English Language Teaching (Dogget, 2003). One
reason for this is, each method is established under a particular condition and context
(Personal Communication, Wahyudi, November 24, 2012). Moreover, the methods are
not established from classroom experience and experimentation, but are artificially
transplanted into the classroom and as such, far removed from classroom reality
(Nunan, 1991; Pennycook, 1989; Richards, 1989, cited in Kumaravadivelu, 1994).
Therefore, considering particular context or situation in English Language Teaching is
crucial. In addition, considering the particularity is not all about: the three parameters of
postmethod pedagogy (Kumaravadivelu, 2008) are better also to be applied. However,
for me personally, whatever the method used, the comprehension of the students of
English can be used for the parameter of the successful English Language Teaching.
Considering Multiple Intelligence Concept and applying Neuro Linguistics
Programming in English Language Teaching are also salient. There are eight possible
intelligences that one may have: There are eight possible intelligences that a person
may have: Linguistics, Logical/Mathematical, Spatial, Musical, Bodily/kinesthetic,
interpersonal, intrapersonal, and naturalist (Gardner, 1993, cited in Wahyudi, 2012).
6

Considering all of the eight intelligences will positively help in ELT. NLP is also
necessarily implemented in ELT. Applying NLP in classroom can help the teacher
become an effective teacher in teaching English (Wahyudi, 2012).
























7

References
Brown, H.D. (2001). Teaching by Principles: an Interactive approach to language
pedagogy, 2
nd
edition. New York: Pearson Education.
Cook, G. (2003). Applied Linguistics. Oxford: Oxford University Press.
Doggett, Gina. (2003). Eight Approaches to Language Teaching. Center for Applied
Linguistics. Washington DC.
Kumaravadivelu, B. (1994). The Postmethod Condition (E)merging Strategies for
Second/Foreign Language Teaching. TESOL Quarterly Vol. 28, No. 1 (1994) pp.
27-48.
Kumaravadivelu, B. (2008). Understanding Language Teaching. New Jersey:
Lawrence Erlbaum Associates, Inc.
Revell, J. & Norman, S. (1997). In Your Hands. Retrieved from http://en.bookfi.org.
Richards, J. & Rodgers, T. (1986). Approaches and Methods in Language Teaching.
Retrieved from http://en.bookfi.org.
Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge:
CUP.
Wahyudi, R. (2012). Applied linguistics and English Language Teaching (Lecture
PowerPoint Slides used in Introduction to Applied Linguistics: Maulana Malik
Ibrahim State Islamic University, Malang).








8

Appendix
The interview questionnaire
1. Could you mention your education and teaching background from elementary
school until college?
2. How was your first-time-teaching-English experience?
3. What is your motto in teaching English, and could you explain to me what the
meaning of it is?
4. What approach do you use in teaching English?
5. What do you think of the role of NLP in ELT practice?
6. What do you think of local linguistics role in ELT?
7. How do you face a student lacking linguistic intelligence in your English class?
8. What difficulties do you encounter in teaching English?
9. What mission do you believe in teaching English?