9Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
INTERNATIONALIZATION CAPACITY BUILDING FOR TEACHING FOREIGN LANGUAGES
Dian Cita Sari, Ummi Rasyidah,
UIN Sutltan Thaha Saifuddin Jambi
ABSTRACT
Internationalization capacity building is a merging model between motivation and capabilities factors that affect performances. Teaching foreign languages as one of an important role in the education service process. Thus the teaching foreign languages competence is quite necessary for goal's achievement. In order to prove the following statement, this study examines the internationalization capacity building model which affects the teaching foreign languages performance. This research uses descriptive method with quantitative approach toward 109 teachers. The results of this study show that internationalization capacity building has a significant effect on the teaching foreign languages performance. This may be identified from relationship between five indicators of internationalization capacity building model to measured performance, ie workshop, courses, co-operative development, and skill development model.
Keywords: capacity building, foreign, languages
INTRODUCTION
As a system, education consists of several components that are interconnected and interplay between one another. One of these components is the teaching foreign languages. Teachers tasked to carry out administration, management, development, supervision, and technical services to support the educational process in education unit. Teaching foreign languages have an important role to embody the goals of educational organizations which in turn to have a significant impact in national education objectives achievement. The role of teacher is not directly involved in teaching and learning activities, but it is quite important in supporting the learning activities continuity and educational services. Teaching foreign languages whose job is to prepare and facilitate the implementation of education both technically and managerial. The existence of teacher foreign languange will greatly support the improvement of quality and education services.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
Picture 1. The Qualification of Internationalization Capacity Building (Source: ScieLo.org)
The qualification competency standards for teach at various levels of education is a right that must be fulfilled by organizers. This is because administrative task is particular, such as a service task for the learning process sustainability, which requires more specialized skills, certain skills, different competencies with the competencies for any teacher or educators.
The teacher foreign language competence is quite necessary for quality and continuity in education. The professional manifestation of teaching foreign language is to have competence. These competencies include managerial competence, social competence, technical competence, and personality competence. As a professional teacher foreign languages, are required to be able to perform their duties properly and responsibly in accordance with their main duties and functions. In almost every system, the number of problems caused by teacher foreign languange at low performances became common. There are some factor which indicate the teacher foreign languange low performance, namely: First, there are still many teachers who lack of ability, skill or expertise. Second, the low level of discipline, loyalty and teacher foreign languange of responsibility. Third, the lack of excellent service from teacher foreign languange to student, parent and society
Internationalization capacity building is a development that will require the activities of an organization to achieve its goals, it is as described by Matachi (2006, p.4) which says that: "Internationalization capacity building is a process by which individual, group, institution, organization and society abilities to identify and meet development challenges in a sustainable manner". Internationalization capacity
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
building is not only limited to ability and knowledge but to strengthen relationships, values, attitudes and so on. The dimension of internationalization capacity building in this research is seen from workshop/ seminar/courses, co-operative development, and skill development model. Observing the phenomenon the authors are interested to conduct research, and through this research is expected to see clearly, actual and factual about the internationalization capacity building model in support of improving the teachers performance.
METHODOLOGY
This study discusses effect of internationalization capacity building model on teacher foreign languanges performance. This research is directed to find out empirical image about building model where the result is expected to be useful for improvement of teacher performance in the future. For this purpose, this research uses descriptive method using quantitative approach. This research consists of two variables namely variable internationalization capacity building and the performance variable of the teaching foreign languages. In order to gather information about how these variable works, then this research data is the perception value teachers, therefore the members of this study population is the teacher foreign languanges. In accordance with the characteristics of research subjects scattered in various and classified according to district, hence the sample withdrawal is done by stages or multi stage sample. Thus, sample in this study is 109 teacher foreign languange.
RESULTS AND DISCUSSION
The Teaching foreign languages Performance Description. From the research results obtained information that the Teaching foreign languages Performance identified in very high category. This is based on the WMS calculations shown at 4.07 and when consulted is in very high category. The Teaching foreign languages performance is divided into 5 dimensions, First is loyalty. Second is the work willing. Third is the initiative. Fourth is responsibility. Fifth is target achievement.
Internationalization capacity building Description. From the research results obtained information that the Internationalization capacity building model to Teacher foreign languanges identified in high category. This is based on the WMS calculations shown at 3.92 and when consulted is in the high category. In This
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
Research Variable Internationalization capacity building model is divided into 2 dimensions, First is from External factors. Second is from Internal factors.
From the results of research that has been done, the internationalization capacity building model plays an important role in improving the teacher foreign languanges performance. Along with existence of internationalization capacity building done by the teaching foreign languages indirectly to their ability in doing sort of job can be increased which corresponds with the work development which more complex. This statement in line with Kaniaru (2002, p.56) to affirm that the definition of internationalization capacity building itself is the development of capabilities, the relationships among workers, and the value that can facilitate organizations or individuals in enhancing their abilities and be able to develop ways to achieve goals. This can be done by attending training and various activities that can develop the potential and strengthen the ties between workers.
By the interaction and collaboration in sustainable internationalization capacity building model existence, it has a good impact in education. This fact illustrates in particular, have succeeded in making the opportunity to learn to be better and to continue education in their environment despite the limitations of individual capacities. Thus the model of internationalization capacity building can be said as an alternative in improving the performance of a person who will certainly impact on the success of achieving the goals of an organization. As described by Brown and Rainer (2005, p. 11) which defines "Internationalization capacity building is a process that implies the ability of persons, organizations or systems to meet its stated purposes and objectives". From this statement it can be interpreted that Internationalization capacity building is a process that can improve a person's ability, organization or system to achieve goal to be achieved.
This is in line with Morgan (2006, p. 58), who argued internationalization capacity building is a process experienced by individuals, groups and organizations to improve their ability to perform their functions and achieve desired outcomes. From this comprehension, it can emphasize two important things: 1) internationalization capacity building is largely in the form of internal growth and development processes, and 2) capacity-building efforts must be results-oriented. The ultimate goal of self-internationalization capacity building is an effort to improve one's ability to perform essential functions, both in solving problems, defining and achieving goals,
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
understanding and being able to address their self-development needs in a wider environment on an ongoing basis.
CONCLUSION
Internationalization capacity building model conducted by the teacher foreign language as a whole is in the high category. This can be seen from the indicators of these variables; First, the workshop achieved a high average score. Second, the seminar achieves a high average score. Third, the course achieves a high average score. Fourth, Co-operative collegial development achieved a high average score. Fifth, Skill development model achieves a high average score. This shows that internationalization capacity building model undertaken by teacher foreign language is good enough, so ability and knowledge of teacher might grow in accordance with science and technology development. Internationalization capacity building model gives influence which is significant to teacher foreign language Performances. This can be concluded better version of Internationalization capacity building model would highly impact teacher foreign languange performance whom will be work effectively. The performance of teaching foreign languages is influenced by Internationalization capacity building model variable of 16.4% while rest is influenced by other factors.
REFERENCES
1. R. E. Mayer, Multimedia learning. New York: Cambridge University Press, 2001. Brown, Rainer Rohdewohld, Measuring Internationalization capacity building. University of North Carolina: Chapel Hill, 2015.
2. Kaniaru, D, Kunbao Xia, Internationalization capacity building for Sustainable Development. UNEP Division of Comunications and Public Informantion, 2011
3. Matachi, Internationalization capacity building Framework UNESCO-IICBA. Addis Ababa: United Nations Economic Commission for Africa, 2011.
4. Morgan, Peter, The Concept Of Capacity. England: European Centre For Development Policy Management, 2018.
5. Sutermeister, People and Productivity. Amerika: Library of Congress Cataloging in Publication Data, 1976.
