References
Abad, J. V. (2013). Pedagogical factors that influence EFL teaching: some
considerations for teachers’ professional development. Teacher Development. 15 (1), 97-108.
Abdullah, U. (2015). Learning through teacher professional training: english teacher certification program in Indonesia. (Dissertation). Graduate Program in Education Teaching and Learning, The Ohio State University.
Allen, S. J. (2007). Adult learning theory and leadership development. Claremont: Claremont McKenna College.
Alwan, F. H. (2000). Towards Effective In-Service Teacher Development in the United Arab Emirates: Getting Teachers to be in Charge of Their Own Professional Growth. Department of Education, Ajman University.
Allen, S. J. (2007). Adult learning theory and leadership development. Claremont: Claremont McKenna College.
Andrea, H. (2010). ESL co-teaching and collaboration: opportunities to develop teacher leadership and enhance student learning. TESOL Journal,
1, 1-28.
Baurain, B. (2013). Authoring Teacher Development in a Graduate Seminar in Vietnam. The Electronic Journal for English as a Second Language , 17, 1-24.
Borg, S. (2006). Teacher Cognition and Language Education. London: Continuum.
Borg, S. (2003). Teacher cognition in language teaching. 80-109.
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380.
Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall.
Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman, & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 154-177). Cambridge: Cambridge University Press.
Cassirer, E. (1994). The concept of group and the theory of perception.
Phylosophy and Phenomenological Research, 5 (1), 1-36.
Chang, M. C., Shaeffer, S., Al-Samarrai, S., Ragatz, A. B., Ree, J. d., & Stevenson, R. (2014). Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy Making. Washington, D.C.: The World Bank.
Chaplin, C. P. (1989). Dictionary of Psychology. New York: Dell Publisher.
Chatouphonexay & Intaraprasert. (2014). Beliefs about English language learning held by EFL pre-service and in-service teachers in Lao people's democratic republic. English Language Teaching, 7 (3), 1-13.
Cheng, Y. C., Chow, K. W., & Tsui, K. T. (2001). New Teacher Education for the Future. Hong Kong: The Hong Kong Institute of Education.
Chew, P.G.L., (1995). Towards a critical competence. In D. Nunan, R. Berry, & V. Berry (Ed.), Language Awareness in Language Education. (P. 103-111). Hong Kong: Department of Curriculum Studies, The University of Hong Kong.
Chou, Y. C. (2008). Exploring the reflection of teachers’ beliefs about reading
theories and strategies on their classroom practice. Feng Chia Journal of Humanities and Social Science, 16, 183-216.
Coffey, M & Gibbs, G. (2000). Training to teach in higher education.
Professional Development, 4, 31-44.
Curtis, S., Gesler, W., Smith, G., & Washburn, S. (2000). Approaches to sampling and case selection in qualitative research: examples in the geography of health. Social Science & Medicine, 50, 1001-1014.
De Ree, J., Al-Samarrai, S., Iskandar, S., & Bank, W. (2012). Teacher Certification in Indonesia: a Doubling of Pay, or a Way to Improve Learning? World Bank, Human Development Sector.
Demuth, A. (2013). Perception Theories. Trnava: Filozoficka Fculta Trnavskej Univerzity.
Diaz- Maggioli H. Gabriel (2003). Professional Development for Language Teachers. ERIC Digests. No. EDO –Fl – 03-03.
Dörneyi, Z. & Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press.
Eslami, F. S., & Allami, H. (2012). The relationship between teachers' self-beliefs of L2 learning and in-class practice. Theory and Practice in Language Studies, 2, 1684-1692. doi:doi:10.4304/tpls.2.8.1684-1692.
Evans, L. 2002. What is teacher development?. Review of Education. 28, (1), 123-137.
Evans, C. & Waring, M. 2008. Trainee teachers’ cognitive styles and notions of differentiation. Education + Training. 50, 140-154.
Fahmi, M., Maulana, A., & Yusuf, A. A. (2011). Teacher Certification in Indonesia: A Confusion of Means and Ends. Bandung: Department of Economics Padjadjaran University.
Fauziati, et al. (2013). Modul PLPG Bahasa Inggris. Malang: Konsorsium Sertifikasi Guru.
Fenstermacher, G. D. 1994. The knower and the known: the nature of knowledge in research on teaching. Review of Research in Education, 20, 1–54.
Gatbonton, E. (1999). Investigating experienced ESL teachers’ pedagogical
knowledge. The Modern Language Journal, 83, 35-50.
Gibbs, G., & Martin, C. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5, 87-100. doi: 10.1177/1469787404040463.
Giraldo, F. 2013. The impact of a professional development program on English language teachers’ classroom performance. PROFILE Issues in Teachers’ Professional Development, 16 (1), 63-67.
Gebhard, J.G. (2005). Teacher development trhough exploration: principles, ways, and examples. Teaching English as a Second or Foreign Language. 9, (2), 1-15.
Giraldo, F. (2014). The impact of a professional development program on English language teachers' classroom performance. Issues in Teachers' Professional Development, 16(1), 63-76.
Gomath, B. S. & Kiruthika, P. (2013). Role of L1 in English language teaching to rural area students with reference to Erode region. International Journal of Humanities and Social Science Invention, 2, 24-26.
Gray, C. (2001). Mentor Development in the Education of Modern Language Teachers. Clevedon: Multilingual Maters Ltd.
Griffin, J. (2008). Learning about learning and teaching: "you don't learn in there, you play". In Peter Aubusson & Sandy Schuck (eds), Teacher Learning and Development, 145-162.
Gufran, Mukhadis, A., & Putro, S. C. (2011). Pelaksanaan PLPG sebagai wahana pengembangan dan audit dalam sertifikasi guru bidang kejuruan.
Teknologi Kejuruan.
Gultom, S. (2014). Kemendikbud siapkan 50 ribu kuota sertifikasi guru di 2015.
Koran Jakarta, 24 Oktober.
Halliday, M. A. K. (1978). Language as a Social Semiotic: The Social Interpretation of Lanuguage and Meaning. London: Edward Arno.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. Cambridge: Longman.
Harris, D. N., & Sass, T. R. (2006). Teacher Training, Teacher Quality and Student Achievement. National Center for Analysis of Longitudinal Data in Education Research , 1-63.
Hawley, W.D., & Valli, L. (1999). The essentials of effective professsional development. In L. Darling-Hammond and G. Sykes (Eds.), Teaching as the learning profession: Handbook of Policyand Practice. San Fransisco, CA: Jossey-Bass.
Healey, H. (2008). Of square pegs and round holes: training in developing countries. Journal of Education for International Development, 3-12.
Hoare, P. & Kong, S. (1995). Helping teachers change the language of the classroom: Lessons from In-Service Teacher Education. In D. Nunan, R. Berry, & V. Berry (Eds.), Bringing about Change in Language Education.
(P. 21-31). Hong Kong: Department of Curriculum Studies, The University of Hong Kong.
Honna, N. & Takeshita, Y. (2005). English language teaching in Japan: Policy plans and their implementation. Regional Language Center. 36, 363-383. Doi:10.1177/0033688205060055.
Hoyle, E. & Megarry, J. (2005). In-Service Education and Training.: Australian Innovation.New South Wales : Curriculum Development Centre.
Hymes, D. H. (1972). On communicative competence. In J. B. Pride and J. Holmes (eds), Sociolinguistics, Selected Readings (p. 269-293). Harmondsworth: Penguin.
Irving, S. (2006). Interviewing as Qualitative Research. New York: Teachers College Press.
Johnson, K. E. (2001). Teacher learning in second language teacher education: a social-situated perspective. Brusileira de Linguistica Aplicada , 53-69.
Karimi, M. N. (2011). The effect of professional development initiatives on EFL teachers' degree of self efficacy. Australian Journal of Teacher Education,36 (6), 50-62.
Katuuk, D. A. (2014). Indonesian primary school teacher’s perception of
professional development program: a case study. International Journal of Education and Research, 2 (6), 629-931.
Kealey, K. A, et.al. (2000). Teacher training as a behavior change process: principles and results from a longitudinal study. Health Education & Behavior, 27(1), 64-81.
Kahraman, Ayhan. (2009). The role of the mother tongue in fostering affective factors in ELT. English as an International Language Journal, 5, 107-128.
Kirkgoz, Yasemin. (2007). English language teaching in Turkey: Policy changes and their Implementations. Regional Language Center Journal, 38, 216-228. doi: 10.1177/0033688207079696
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd edition). San Francisco, CA: Berrett-Koehler Publishers.
Leung, Constant. 2009. Second language teacher professionalism. In Anne Burns and Jack C. Richards (eds.), The Cambridge guide to second language teacher education (pp. 49–58). Cambridge: Cambridge University Press.
Lindsay, P. & Norman, D.A. (1977). Human Information Processing: An Introduction to Psychology, 2nd edition. New York: Academic Press. Lopez, et al. (1997). Professional Development for Language Teachers. Texas:
Texas Education Agency.
Lyons, J. (2009). Perception and Basic Beliefs: Zombies, Modules and the Problem of the External World.. New York: Oxford University Press. Marczyk, G., Dematteo, D., & Festinger, D. (2005). Essentials of Research
Mahsunah, D., Wahyuni, D., Antono, A., & Ambarukmi, S. (2012). Kebijakan Pengembangan Profesi Guru. Jakarta: Badan SDMPK-PMP.
Marlina, R. & Giri, R. A. (2014). The Pedagogy of English as an International Language. Clayton: Springer.
Martinet, M. et al. (2001). Teacher Training Orientations Professional Competencies, Sherbrooke: Faculty of Education, Sherbrooke University.
Maxom, M. (2009). Teaching English as a Foreign Language for Dummies. Chichester: John Wiley &Sons, Ltd.
Merriam, S. B. (2009). Qualitative Research A Guideto Design and Implementation. San Francisco: Jossey Bass.
Miller, L. & Silvernail, D.L. 1994. Well junior high school: evolution of a
professional development school. Professional Development Schoos. 28-49.
Nakayama, et.al. (2007). Teacher certification renewal system: an analysis based on a nation-wide survey of Japanese teachers of English. Educational Perspectives, 43, 28-37.
Nation, I.S.P and Macalister, J. 2010. Language Curriculum Design. New York: Routledge.
Moon, Jayne. 2000. Children Learning English. Oxford: Macmillian Education.
Patahudin, S. (2011).PLPG Bisa Tak Berarti Apa-Apa. [Online]. Available at: http://www.kompasiana.com/journey.maesuri/plpg-bisa-tak-berarti-apa-apa_5509e7dfa333116f702e3bf4"
http://www.kompasiana.com/journey.maesuri/plpg-bisa-tak-berarti-apa-apa_5509e7dfa333116f702e3bf4 . (August 22nd, 2015).
Peacock, Mathew. (2009). The evaluation of foreign-language-teacher education programs. Language Teaching Research, 13(3), 259-278. Doi:
10.1177/1362168809104698
Rahimi, M. (2007). What Do We Want Teaching-Materials For An EFL Teacher Training Programs?, Teacher Training, Asian EFL Journal.
Richards, J. C. (2011). Competence and Performance in Language Teaching.
Richards, J. C. (2008). second language teacher education today. RELC, 39, 158-177.
Richards C. Jack (2005). Professional Development of Language
Teachers: Strategies for Teacher Learning. Cambridge:
Cambridge University. Press.
Richards, J. C. (1998). Beyond Training. New York: Cambridge University Press.
Richard, J. C. & Farrel, T. S. C. 2005. Professional Development for Language Teachers. New York: Cambridge University Press.
Richards, J. C. & Lockhart, C. (2007). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press.
Richards, J.C, and Rodgers, T. 1986. Approaches and Methods in Language Teaching: A Description and Analysis. New York: Cambridge University Press.
Richardson, V. (2003). Pre-service teachers’ beliefs. In J. Rath, & A. C. McAninch (Eds.), Advances in Teacher Education series, 6, 1-22.
Rodriguez, A. G. & McKay, S. (2010). Professional development for experienced teachers working with adult english language learners. Center for Applied Linguistics, 1-8.
Ronau, et al. (2012). Educational Technology, Teacher Knowledge, and Classroom Impact. Hershey: Information Science Reference.
Rookes & Wilson. (2000). Perception: Theory, Development and Organization.
London: Routledge.
Rosenshine, B., and Stevens, R. 1986. Teaching functions. In M.C. Wittrock (ed.), Handbook of Research on Teaching, 3rd ed. New York: Macmillan. pp. 376-91 .
Rossiter, A. (1993) “Teacher Educators and Classroom Research: Practising what we preach”, in Edge K and Richards K (eds.) (1993) Teachers Develop Teachers Research: Papers on Classroom Research and Teacher Development, Oxford, Heinemann, pp. 136-146.
Ruch, F. L. (1967). Psychology and Life. Illinois: Scott.
Samupwa, M.(2008).Teacher training and work behavior .International Journal of HumanResources ,65,88-98.
Samson, J. F., & Collins, B. A. (2012). Preparing All Teachers to Meet the Needs of English Language Learners. Washington DC: Center for American Progress.
Schuck, S. (2008). Evaluating and enhancing my teaching: what counts as evidence?. In Peter Aubusson & Sandy Schuck (eds), Teacher Learning and Development, 145-162.
Senior, R. M. (2006). The Experience of Language Teaching. Cambridge: Cambridge University Press.
Setiawan, R. (2009). Teachers and Trainers in Adult Education and Lifelong Learning. Professional Development in Asia and Europe (pp. 1-10). Bergisch Gladbach: Deutsches Institut für Erwachsenenbildung.
Siddiqui, M. A. (2008). In-Service Teacher Education. New Delhi: A P H Publishing Corporation.
Simmons, R. D. (2009). The efficacy of Florida’s approach to in-service English speakers of other languages teacher training programs. Florida Journal of Educational Administration & Policy, 2, 112-127.
Singh, A. K. (2015). Social Psychology. New Delhi: Learning Privat Limited
Sokolova, N. (2012). Teacher language competence description: towards a new framework of evaluation. The Quality of Hiher Education, 9, 75-97. Sovann, Khleang. (2014). An Evaluation of Cambodian EFL Pre-service Teacher
Training Program at National Institute of Education. Paper presented to the 1st Cambodia Education Research Forum National Institute of Education, Cambodia, 14-15 February.
Supriatna, A. (2012). Indonesia's issues and challenges on teacher professional development. Bandung: Indonesia University of Education.
Surya, P. (2012). Reforming teacher training for better education in Indonesia. 5th International Indonesia Forum (pp. 1-21). Yogyakarta: Universitas Gajah Mada.
Tatto, M.T. (1998). The influence of teacher education on teachers' beliefs about purposes of education, roles, and practice. Journal of Teacher Education,
49 (1), 66-78.
Tanang, H., & Abu, B. (2014). Teacher professionalism and professional
development practice in South Sulawesi, Indonesia. Journal of Curriculum and Teaching, 3, 25-43.
Tedick, D. J. (2012). Second Language Teacher Education. New York: Routledge.
Tony, T. & Bates, R. (2007). Handbook of Teacher Education: Globalization, Standards and Professionalism in Times of Change. Dordrecht: Springer.
Triyanto. (2012). Improving teacher professionalism through certification program: an Indonesian case study. World Academy of Science, Engineering and Technology, 6, 721-725.
Tunio, N. A. (2012). A study of the effectiveness of teacher training programmes in English for secondary and higher secondary schools in district Larkana.
Interdisciplinary Journal of Contemporary Research in Business , 4, 951-956.
Turhan, I. E & Arikan. 2009. English language teacher development with and
without a teacher trainer: ELT instructors’ perceptions. Education Sciences.
4, (2), 410-421.
Ur, Penny. (1999). A Course in Language Teaching. Cambridge: Cambridge University Press.
Wahyudi, et al. (2012). Measuring performance of teacher certification program.
International Journal of Administrative Science & Organization, 19 (3), 153-161.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach.
New York: Cambridge University Press.
Wati, H. (2011). The effectiveness of Indonesian English teachers training programs in improving confidence and motivation. International Journal of Instruction, 4, 79-104.
Wright, T. (1987). Understanding classroom role relationships. In J, C. Richards & D. Nunan (Eds), Second language teacher education (p. 82-97). Cambridge: Cambridge University Press.
Yan, C. & He, C. (2011). Enhancing part-time in-service teacher training programs to facilitate rural teacher development in China. Academic Journal, 41, 553-566.
Yesilbursa, A. (2008). Language teaching beliefs, problems and solutions: reflecting and growing together. Proceedings of the 10th METU ELT Convention, 1-12.
Yogi, Minako. (2013). Developing language and teaching skills through videoconferenceing and collaborative projects: A case study of English teacher training programs in Japan. International Journal of Arts & Sciences, 6(4), 347-362.
Zascerinska, J. (2010). Professional Environment for Teacher Professional Development. Theory for Practice in The Education of Contemporary Society , 1-9.
Zebrowski, J. A. (2007). New Research on Perception. London: Routledge.
Zheng, H. (2015). Teacher Beliefsas a Complex System: English Language Teachers in China. Chengdu: Springler.
Zuheer, K. M. (2013). Developing EFL Teachers' Performance at Sana'a Secondary Schools in the Light of their Professional and Specialist Needs.
Undang-Undang No. 14 Tahun 2005 tentang guru dan dosen.
Peraturan Pemerintah No. 19 Tahun 2005 tentang standar pendidikan nasional.
