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ELT FORUM 13(1) (2024) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 

 

“Teaching Unplugged”: An approach for designing an EFL teacher education at 

disadvantaged schools in Indonesia 

 

Aziza Restu Febrianto1, Maria Dimitrij Angie Pavita1, Afi Normawati2 

 

1Universitas Nasional Karangturi, Indonesia 
2Universitas Tidar, Indonesia

 

Article Info 
________________ 
Article History: 
Received on 12 
October 2023 

Approved on 8 March 
2024 
Published on 31 March 
2024 

________________ 
Keywords: Most 
disadvantaged schools; 
novice EFL teachers; 
teacher training; 
teaching unplugged 
____________________ 

 

 

 

 

 

 

 

 

 

Abstract 
___________________________________________________________________ 
A range of language teaching methods and approaches including Communicative 

Language Teaching (CLT) and Task-Based Language Teaching (TBLT) have been 
widely researched and used in English education. In the early 2000s, Scott 

Thornbury and Luke Meddings introduced “Teaching Unplugged: Dogme in 

English Language Teaching,” challenging the effectiveness of the other language 
teaching methods that are heavily reliant on textbooks and technology. They argued 

that the overreliance on such facilities hinders the creation of a truly communicative 
learning environment. This approach offers an innovative perspective on language 

education to ensure more student-centered learning and communicative language 
learning experiences, particularly in schools lacking adequate infrastructure and 

technology. Inspired by the approach, the theoretical research introduces and 

provides a conceptual design of teacher training relevant to novice Indonesian EFL 
teachers, especially those working at schools in Indonesia's most remote and 

disadvantaged areas. The training is designed based on the theoretical framework of 
the approach and critical reviews of 10 (ten) related empirical studies by 

investigating the relevance of the approach to the context of English education at the 
most disadvantaged schools in Indonesia. Upon the program completion, the 

prospective participants especially novice EFL teachers are expected to be able to 

improve their language and pedagogical skills needed in their school contexts despite 
the insufficient facilities they have in a class by implementing the principles of the 

Teaching Unplugged approach for a more student-centered, engaging, and 
communicative language class, which is also in line with the goals of the recent 

curriculum, the Merdeka curriculum. 

 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 

Universitas Nasional Karangturi  

Jl. Raden Patah No. 182 Semarang, Central Java  

Email: aziza.restu@unkartur.ac.id  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&
mailto:aziza.restu@unkartur.ac.id


Aziza Restu Febrianto & Maria Dimitrij Angie Pavita | ELT Forum 13(1) (2024) 

17 

 

INTRODUCTION 

This article is intended to describe a short teacher education program designed as an alternative course to 

help novice Indonesian EFL teachers particularly those working at disadvantaged schools located in the 

most remote areas of Indonesia so that they can reconstruct their professional identity and develop their 

teaching competence that fits their context. One of the main concerns of this research is the challenges that 

these teachers deal with in their workplace and environment. While other teachers living in urban areas of 

the country are provided with more than enough facilities for their work, these teachers have to experience 

a range of complex problems such as the lack of access to adequate teaching resources, standard 

infrastructures, and facilities, and unequal distribution of qualified teachers as investigated by many 

different studies (Anwar, et al., 2020; Endriyati, et al., 2019; Febriana, et al., 2018; Heyward, et al., 2017; 

Pramesty, et al., 2022; Rahmadi & Istiqamah, 2016). Many schools in such areas are therefore not ready 

for both online and blended learning (Bahri, et al., 2021; Tatang, et al., 2022). In fact, most students in 

such areas also do not have a strong motivation to learn, and only a few parents support the quality of 

education for their children (Febriana, et al., 2018; Pramesty, 2022). 

Before initiating and planning this program, the researchers interviewed some of their teaching 

colleagues working in several remote places about this teaching approach, and all of them said that they 

had never heard about it before. The researchers believe that the Teaching Unplugged or Dogme in 

English Language Teaching approach might be appropriate to be introduced and practiced in a teacher 

training program for novice teachers as it would also probably fit their needs and their future career 

endeavors. The approach was introduced by Luke Meddings and Scott Thornbury, and its main aim is to 

reduce reliance on published materials and any supporting technology in English language teaching, 

paying more attention to the students’ learning needs, and providing relevant content (Meddings & 

Thornbury, 2009). Several recent studies indicate that Dogme has contributed significantly to ELT 

practices in different countries including helping students improve their skills in both academic and non-

academic writing  (Amjad, et, al., 2019; Amjad, et al., 2020), their oral communication skills and 

enhancing their motivation in learning (Nguyen & Bui Phu, 2020). Some other studies also prove how the 

Dogme approach can develop students’ oral performance as it allows the opportunity for them to practice 

speaking in authentic settings and a natural way (Abdalgane, 2022; Solimani, et al., 2019; Yanti, 2018; 

Jeyaraj, 2017; Coskun, 2016), although, to some extent, it only applies particularly to those who are 

medium and high-level English learners (Zhang, 2023). 

A number of related studies on this approach can be traced and found in journals and books, but 

based on the researchers’ searches and observations across different sources, research on Teaching 

Unplugged, especially in the field of ELT in Indonesia, remains scarce. A study by Yanti (2018) is the only 

one found, although it only discusses the possibility of implementing the approach in Indonesian higher 

education. This approach seems to be uncommon in Indonesian education in spite of some benefits it can 

offer as stated by Yanti (2018). Many other prominent researchers including Luke Meddings and Scott 

Thornbury believe that the approach can be used to promote and facilitate student-centered learning, 

which is actually emphasized and mandated by the Indonesian new Merdeka curriculum recently released 

by the Ministry of Education, Culture, Research, and Technology (MoECRT) (MoECRT, 2022).  

For the rationales discussed, this program is expected to fill the gap and offer valuable new 

perspectives on an alternative teaching approach that can be relevantly applied in Indonesia. Upon the 

program completion, it is hoped that the participants can apply the Teaching Unplugged approach with its 

concept and all principles in the classroom they teach in. Through this program, novice teachers especially 

those working in remote and underserved areas of the country can also develop their pedagogical 

knowledge and skills. It is also desired that this project can provoke further discussions among ELT 

scholars in Indonesia so that more investigations and examinations on the approach can be carried out to 

improve the quality of Indonesian education. To reach all these goals, it is therefore essential to address 

two research questions: 1) How is the Teaching Unplugged approach relevant and feasible to be 

implemented in Indonesia today? 2) How can the Teaching Unplugged approach be relevant and feasible 

to be taught in a teacher training program, particularly for teachers working at disadvantaged schools in 

Indonesia? 

 

METHODS 

In reviewing literature regarding the concept of Teaching Unplugged, the study employed the Preferred 

Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach, ensuring rigor and 

systematization in the review process. This involved defining specific research questions, establishing 

guidelines for article search and selection, employing methods to minimize biases, ensuring 

methodological transparency, and conducting a thorough and systematic examination of the research 



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(Evans & Benefield, 2001). The review process focuses on the most recent empirical works that researched 

and discussed the Teaching Unplugged approach. The published works were selected based on their date 

of publication (in 6 recent years) and were searched using the key phrase ‘Teaching Unplugged in ELT on 

Google Scholar, Google Search Engine, and some important journals that published articles about the 

approach. Given that the current research on the topic remains relatively scarce, particularly in EFL 

contexts, the initial search yielded 30 empirical studies focusing on the implementation of the Teaching 

Unplugged approach. Having screened for their relevance and significance, only 10 out of all 30 

downloaded articles were chosen for further investigation. Selecting only a subset of articles for further 

investigation also allowed the researchers to deeply focus on the most relevant and informative sources for 

the study. 

 

Table 1. Selected empirical research on the teaching unplugged approach in different countries 
No Author(s) & Year Title Context 

1 Lal, CA (2018) Emergent Language and the Exigency of Teaching 
English Unplugged 

India 

2 Nguyen & Hung (2020) The Dogme Approach: A radical perspective in second 

language teaching in the post-methods era 

Vietnam 

3 Nureldeen (2020) EFL Teachers' Beliefs about Language Teaching and 

Learning: Implications for Teaching Unplugged 

Egypt 

4 Amjad, et al (2019) Practicing dogme ELT to enhance L2 academic essay 

writing skills 

Pakistan 

5 Amjad, et al (2020) Practicing Dogme ELT techniques to improve academic 

essay writing: An evaluative study of learners’ perception 

Pakistan 

6 Mohamed (2019) Using Dogme in ELT to develop student teachers' 
Speaking skills and their self-efficacy 

Egypt 

7 Abdalgane, et al (2023) Utilizing Dogme approach to promote EFL learners’ oral 
skills at the Tertiary Level 

Saudi Arabia 

8 Daguiani & Chelli (2020) Dogme ELT: Oral Expression Teachers’ Perceptions Algeria 

9 Marashi & Rahimpanah 

(2019) 

Using Dogme ELT in Reading Classes Iran 

10 Yanti (2018) Dogme ELT: The Possibility to Use the Approach to 
Students in Higher Education 

Indonesia 

 

First of all, the theoretical framework of Teaching Unplugged is presented in reference to the 

books and articles published by Luke Meddings and Scott Thornbury followed by the analysis report of 

8 selected journal articles of empirical studies. These findings are then discussed for the purpose of 

designing a teacher training program for teachers at disadvantaged schools in Indonesia a long with its 

detailed materials and activities. 

 

FINDINGS AND DISCUSSION 

The conceptual framework of teaching unplugged: Dogme in English Language Teaching (ELT) 

Teaching unplugged is an ELT methodology and movement introduced and developed by Luke Meddings 

and Scott Thornbury, and this idea lies in teaching English with less reliance upon published materials, 

resources, and technology by stimulating conversational and interactional activities between students and 

teachers in class, and concentrates more on the students’ learning needs (Meddings & Thornbury, 2009). 

The major aim of Dogme in ELT is to bring students to the center of their learning process in the 

classroom in which they are actively engaged and have the autonomy to produce language without 

grammar teaching (Meddings & Thornbury, 2003; Meddings, 2015). In this regard, Meddings and 

Thornbury highlight ten principles and three major rules of Teaching Unplugged in their book entitled 
Teaching Unplugged: Dogme in English Language Teaching: 

1. Effective language learning occurs through conversations between a teacher and students and 

among the students themselves. 

2. The learning content is created by the students who are also engaged in it. 

3. Learning is dialogic and social so that knowledge is co-constructed. 

4. Learning occurs through talk that is co-constructed and is supported or scaffolded by the teacher. 

5. Language including grammar emerge in the classroom. 

6. Teachers are in charge of attracting the learners’ attention to the language emergence.  

7. Learners need to be given respect for what they bring in class as learning content. 

8. Learners focus on what they bring to class and keep away any published materials. 

9. Texts should be relevant to the learners. 



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10. Teachers and students need to use materials critically.         

From the ten principles above, drawn three underpinning precepts as follows: 

Dogme is about teaching that is conversation-driven, materials-light, and focuses on emergent language 

(Meddings & Thornbury, 2009, p. 7 – 8; Meddings, 2015). 

 

Precept 1: Conversation-driven 

The main feature that characterizes Teaching Unplugged is that conversation becomes the core of learning 

a language.  Conversation plays a very important role in constructing the learning content since it is 

”language at work, discourse, interactive, dialogic, communicative, and it scaffolds learning and promotes 

socialization” (Meddings and Thornbury, 2009. p. 8). In this method, learners learn the language through 

interactions that lead to their fluency. Fluency is the first goal of the interaction whether they are learning 

English as the first, second, or foreign language. 

 

Precept 2: Materials-light 

Teaching unplugged does not need to include “any more than a few chairs, blackboard, a teacher and 

some learners (Thornbury, 2005, p. 2; Meddings & Thornbury, 2009, p. 12). However, this approach is 

“not anti-materials nor anti-technology” and support the use of some materials that indulge the learners’ 

personal interests. In fact, it also encourages the materials created or provided by the learners themselves 

(ibid, 2009, p. 12). In fact, Teaching Unplugged criticizes the dependency on using ELT materials and 

textbooks, particularly those that do not support its ten principles (ibid, 2009). 

 

Precept 3: Focus on emergent language 

Since the lesson focuses on conversations, the language or dialogues that learners produce can be used as 

material content. The teacher’s role is to draw the learners’ attention to the content of the language that 

they have produced, refine it, and develop it to reach nearly like the native model (Meddings, 2015). With 

support from the teacher through scaffolding, the learners are trying to improve their language skills, 

repeat and drill what they have learned until they are able to do it by themselves (Meddings & Thornbury, 

2009, p. 16-20). 

 

Empirical studies on teaching unplugged approach in different countries 

The first journal article reviewed in the research is authored by Lal (2018) who conducted the research in 

the context of India. The study suggests that while technology is beneficial where available, the absence of 

technological support systems should not overly concern language teaching. Effective language instruction 

can occur with a well-prepared teacher, a classroom, and willing students. The focus, particularly in 

Dogme ELT terms, should be on ensuring emergent language even in materials-light environments. This 

resonates with a study by Nguyen and Hung (2020) revealing that the approach is relevant in English 

language teaching in the post-methods era. However, the research conclusion highlights some gaps and 

provides pedagogical recommendations for English language teachers and learners when implementing the 

approach in class. In terms of teacher attitudes toward the approach, Nuraldeen’s research (2020) shows 

that there is no significant relationship between teachers' beliefs about Dogme (an approach advocating 

material-free English language teaching) and variables such as gender, years of experience, and age group 

they teach. This implies that, in the context of the study, these demographic factors do not appear to 

strongly influence teachers' attitudes towards Dogme in ELT. 

In relation to the efficacy of Teaching Unplugged, Amjad, et al (2019), in their study, investigate 

that the Dogme ELT approach is effective in enhancing English academic writing skills through 

Classroom Action Research in the Pakistani context. The results indicate that Dogme ELT is successful 

in improving language competence in this area. In a similar area of writing, Amjad, et al (2020) also did 

action research exploring intermediate-level learners' feedback on Dogme ELT for enhancing essay 

writing skills. By employing mixed-methods analysis, the study reveals that Dogme techniques are 

highly effective in improving motivation, participation, and performance in class. Participants express a 

preference for this approach, indicating improved learning outcomes in academic essay writ ing. The 

approach is also evidenced to help teachers improve their students’ speaking skills and self -efficacy as 

found in Mohamed’s study (2019) at an Egyptian university. The findings indicate a positive impact of 

Dogme ELT on the enhancement of students' speaking abilities and their confidence in speaking. This 

study is in line with recent research conducted by Abdalgane, et al (2023) revealing that the Dogme 

approach in EFL classes is highly significant for improving communication in various ways, inclu ding 

enhancing rapport between instructors and students, promoting interaction, improving communication 

skills, and encouraging open-ended questions. Nevertheless, despite its efficacy in enhancing students’s 



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oral communication skills, many teachers reject the idea of reducing reliance on materials like textbooks 

and technology, viewing them as essential in language teaching (Daguiani & Chelli, 2020).  

In another different context, the Dogme ELT can also significantly help EFL learners improve 

their reading comprehension compared to traditional teaching methods as presented in a study by 

Marashi and Rahimpanah (2019). The study findings also support the promotion and application of 

Dogme ELT in reading classes in the Iranian context. In this sense, Yanti (2018) tries to bring the 

Dogma ELT approach to the Indonesian context by investigating the characteristics of the approach and 

education policies in Indonesia. The study suggests that Dogme ELT enhances motivation and 

engagement, fostering active learner participation, especially in higher education. However, challenges 

include potential conflicts with grammar-based exams and students' low English proficiency. Despite 

challenges, Dogme ELT creators offer varied activities for teachers. The approach's feasibil ity in the 

Indonesian context is indicated, with the need for further research to confirm this initial conclusion. 

However, as the study recommends the approach be applied at the higher education level, it appears 

that any related studies at the Indonesian school level remain absent. 

 

Discussions 

In this article, the discussion begins with a theoretical framework underpinning the program by describing 

several empirical issues on novice teachers and In-service Teacher Training (INSET), particularly in 

disadvantaged schools as well as the concept of Teaching Unplugged: Dogme in ELT itself.  This 

discussion then continues on the rationales of the program, gives a brief overview of English education in 

Indonesia, and explores the identity of the prospective participants along with the conditions of their 

school environments. Next, this paper describes the aims of the program before turning to the program 

details and finally discusses how the program meets the aims in relation to its process and content. 

 

In-service Teacher Training (INSET) for novice EFL teachers 

Many important studies reveal that the first years of teaching are generally the most difficult phase for 

teachers in their career paths (Marshall, et al., 1990; Colbert and Wolfe, 1992; Fantilli & McDougall, 

2009). Colbert and Wolfe (1992) for example, found that beginning teachers tend to feel like failures when 

experiencing difficult situations, and only those who are determined and strong can succeed.  Some 

common issues considered to be the most challenging for novice teachers have to do with dealing with 

their task areas regarding classroom management, time constraints and heavy workloads, diverse 

individual students, discipline, students with special needs, lack of resources, assessment process, and 

relations with parents (Brighton, 1999; Jokhio, et al., 2020; Veenman, 1984, 1987). Recently, one of the 

common challenges encountered by novice teachers is adapting to the use of the latest technology in 

teaching, which requires them to keep learning and exploring something new (Alhamad, 2018). For those 

issues, many teachers especially novice teachers can feel anxious and depressed, which can negatively 

impact their quality of teaching (Limeranto & Kusmandono, 2023; Liu & Yan, 2020; Yazıcı & Altun, 

2013). Unfortunately, given their status and position, many of them lack support from both the schools 

they work in and the government when dealing with such problems (Salehi & Farajnezhad, 2020). 

Other common areas of teaching considered to be very difficult for novice teachers include lesson 

planning, curriculum expectation, amount of salary, and sustaining a healthy mind (Veenman, 1984; 

Britt, 1997; Ganser, 1999; Mandel, 2006). These issues can potentially affect the teachers’ decision 

whether to retain or leave their profession (Walker, 2022). The working atmosphere and environment in 

regard to their relationship with school leaders, other colleagues, and students in school also influence 

their decision (Department for Education, 2018). Fantilli and McDougalls (2009), in their study of 

novice teachers, discover that improved training and mentorship, as well as support from the district and 

school leaders, are the two necessary components to help novice teachers cope with their difficulties and 

challenges in schools and grow in their teaching profession. From this rationale, in -service teacher 

training (INSET) becomes a major part of professional development that teachers should take into 

account throughout their teaching careers. 

According to Lamb (1995, p. 72-73), follow-up courses in in-service teacher training (INSET) 

play a very important role in sustaining the motivation and competence of teachers, because the inputs 

given in the initial training could not probably have any impact on their teaching practices due to the 

problems they find when trying to apply what they have learned within “the existing parameters, 

syllabus, examinations, materials, official curriculum expectations, class size, and other practical 

constraints”. Lamb (1995), in his study which took place in Indonesia, revealed that some of the inputs 

provided to the student teachers during INSET might be lost or reinterpreted to fit their beliefs and 

concerns about which parts of the inputs are feasible and relevant to their class. He concluded that 



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giving top-down input to the participants of INSET is not enough, and the instructors need to facilitate 

the student teachers to share their ideas and knowledge gained from their teaching practices and 

experience in class. Therefore, in conducting in-service training for teachers, the “received knowledge” 

of the student teachers needs to be taken into account (Freeman, 1991, p. 1-4), and the program should 

also focus more on encouraging them to construct their own teaching versions as addressed by many 

other recently related studies (Orland-Barack & Wang, 2022; Resch & Schrittesser, 2021; Kim, et al., 

2019). All the literature discussed relates to the concept of Teaching Unplugged, which is also relevant 

to be employed in a teacher training as evidenced by both empirical studies and theoretical research . 

 

The relevance of teaching unplugged for INSET in Indonesia 

Drawing on the framework of Teaching Unplugged or Dogme in ELT and research findings, it can be 

implied that the approach concept seems to be in line with today’s ELT. The implementation of the 

approach also resonates with Task-Based Language Teaching (TBLT) where any tasks in class should be 

seen to be relevant to the learners’ needs, not only for those who need functional language skills for 

academics, jobs, or social purposes (Long, 1985), so that the class activities become more learner-centered 

than strongly driven by the teacher as the main language resource (Swan, 2005, 2005). This notion also 

aligns with other recent and prominent studies on contemporary ELT, highlighting the significance of 

meaningful tasks to facilitate student-centered learning and learning engagement for the success of students 

learning in today’s era and the future (Mercer & Dörnyei, 2020; Renandya & Jacobs, 2021). Meaningful 

tasks are tasks that are authentic and relate to the students’ needs and contexts so that they can actively be 

engaged in the learning process (Ellis, 2003; 2021). In this sense, Teaching Unplugged is therefore relevant 

to the context of ELT today and even in the future as it supports the concept of TBLT developed by some 

significant scholars in ELT. 

From their fluency in speaking, learners learn speech patterns from simple to complex forms. All 

the reviewed articles in this research also conclude that the approach is effective in helping learners 

improve their speaking or oral communication skills (Abdalgane, et al.,2023; Daguiani & Chelli, 2020; 

Mohamed, 2019). Besides being supported by researchers, the approach is again in line with the concept 

of TBLT, especially for learners who have many opportunities in interactional practice that fit their 

natural language learning process (Ellis, 2003; 2021). Conversations also promote discourse in the sense 

that learners construct sentence patterns with coherence and cohesion to make meaning that is relevant 

to the topic (Meddings & Thornbury, 2009, p. 9). Drawing on the concept of Scaffolding by Bruner, 

conversations also scaffold learning in a way that through interaction between learner and teacher, the 

learner feels safe to take any risks so that he/ she can develop and co-construct his/ her communicative 

competence (ibid, p. 10). Hence, the learners eventually attain and improve interpersonal skills which is 

also one of the most recent Indonesian national curriculum goals, the Merdeka Curriculum (MoECRT, 

2022). 

The approach is not anti-materials nor anti-technology and supports the use of some materials 

that indulge the learners’ personal interests. In fact, it also encourages the materials created or provided 

by the learners themselves as indicated by the the reviewed studies in this article (Daguiani & Chelli, 

2020; Lal, 2018). This resonates with Hall’s view (2011) that over-reliance on textbooks will hinder 

teachers from being more creative, and they also find it difficult to better understand what learners need 

in language learning.  According to Richards (2000), textbooks also lack the foundation for a 

comprehensive language course, and educators ought to guide their students in acquiring language 

instead of merely following the textbook's prescribed exercises. In fact, practical knowledge related to 

language use in real-life situations is also not adequately covered in the majority of textbooks (Ren & 

Han, 2016). With the availability of a broad range of online materials, students today and in the future 

can even get exposed to various authentic content about real-life conversations and discourses in the 

target language through different multimodal channels. In this sense, textbooks need to be modified and 

designed to be more personally interactive and attractive following the current situation in ELT (Torkar,  

et al., 2022).  This literature relates to a study by Daguiani and Chelli (2020) as discussed in the findings 

in which teachers should not reduce their use of textbooks when applying the Dogme ELT, but the 

books are required to be adjusted to their students’ learning needs in class.  

Two empirical studies reviewed in this article also show how the Teaching Unplugged approach 

has been evidenced to significantly help learners improve their both casual and academic writing skills 

and reading competence as long as the class is well-planned and organized (Amjad, et al., 2019; 2020; 

Marashi & Rahimpanah, 2019)). This finding echoes other studies and theories about scaffolding in 

ELT to effectively achieve students’ learning goals and outcomes. In sociolinguistics  and sociocultural 

theory, Wood, et al. (1976) define scaffolding as the process that helps a child or a novice learner to 



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solve his/ her problems, carry out tasks, and finally reach a goal without any more assistance. In terms 

of second language acquisition, it is defined as the process by which learners learn to construct 

structures that lie outside their ability (Ellis, 1997). Scaffolding through social interactions, both between 

teachers and students and among students, also enhances students' communication skills (Kayi-Aydar, 

2013; Storch, 2002; Febrianto (2019). It can help improve learners’ writing skills as well (Nguyen, 2013). 

Hence, Gibbons (2015) posits that scaffolding is a purposeful and strategic learning framework tailored 

to fulfill students' educational needs. 

Nevertheless, Teaching Unplugged, despite its popularity, has also received many criticisms and 

negative reactions among teachers and researchers for various reasons as Thornbury describes in his 

paper, especially in terms of the effectiveness of the approach implementation (Thornbury, 1997). A 

prominent scholar in ELT, Penny Ur, for example, has criticized Teaching Unplugged for potentially 

neglecting the use of coursebooks and materials, and this can lead to an inconsistent and incomplete 

curriculum. She emphasizes the value of systematic language teaching, especially for learners who need 

structure and guidance. She believes that a combination of teacher-led instruction and learner-centered 

activities is more effective in addressing the diverse needs of language learners (Ur, 2015). Another 

influential figure, Jeremy Harmer also criticizes the approach that while it is important to focus on 

communication and interaction, structured learning and systematic grammar instruction remain 

necessary. He suggests that a balance between unplugged teaching and more traditional methods can 

provide a more well-rounded language learning experience for students (Harmer, 2012).  

It is obvious that this method requires many more recent empirical studies f rom different 

perspectives to show how it really works in real practice, particularly in local EFL contexts like 

Indonesia. 10 empirical studies investigated in the article have examined the approach and revealed how 

it can benefit both teachers and students especially when it comes to improving students’ skills of 

speaking, writing, and reading at high levels of English. Considering the purpose of this project, it is 

expected that there should be further research to explore and investigate the efficacy of the approach at 

the school level, which eventually offers new directions for its effective use. 

 

Program rationale 

English education in Indonesia 

According to the most recent national constitution on language and nationality (Undang-undang [UU] 

No. 24, 2009), English has a special status as the first foreign language among other foreign languages to 

be learned in Indonesia (MoECRI, 2016). In regard to this special status, English according to Peraturan 

Pemerintah [PP] No. 32, 2013, is then made a compulsory subject taught in all secondary and tertiary 

educations (Ministry of Law and Human Rights (MoLHR), 2013). Nevertheless, in terms of language 

learning, Indonesia still faces a broad range of challenges. The first challenge is the fact that the majority of 

people lack competence in English (Lauder, 2008). This research is validated by the latest report of the EF 

English Proficiency Index revealing that the overall competence of Indonesian people in English is low 

ranking 74th out of 100 countries in 2020 (EF English Proficiency Index [EF EPI], 2020). 

The unequal distribution of teachers has also become another big issue. Indonesia is a large 

archipelagic country consisting of more than 16,000 islands populated by 270, 20 people in 2020 with 

56.10% of them living in places close to urban areas (Java Island) and 50.21% of them living in rural 

areas (Badan Pusat Statistik [BPS], 2021). From this statistic, it can be inferred that the majority of 

teachers in the country work at schools located in the urban places where most students live and most 

learning activities with adequate facilities take place. This situation then results in a teacher shortage in 

rural areas and a surplus in urban places, which has actually been investigated by the government and 

many other researchers (MoECRI, 2016; Heyward, et al., 2017, Werang, et al., 2017; McKenzie, et al., 

2014, Chang, et al., 2014).  

The other education issue that Indonesia faces is the lack of competent teachers, especially in 

terms of both the teaching subject and pedagogy as reported by a number of studies (Anwar, et al., 2020, 

McKenzie, et al., 2014, Chang, et al., 2014). The government has actually been working very hard to try 

to solve this problem by implementing several strategic approaches. For instance, to arrange the 

standard qualifications for all teachers, the Indonesian government established a board of national 

standards for education known as Badan Standar Nasional Pendidikan (BSNP) and other related 

regulations. Despite the standard qualifications that teachers must fulfill, the education law (UU  Guru 

dan Dosen No. 14, 2005) also strongly mandates them to improve their pedagogical skills to sustain 

their professional development through any kind of training and education relevant to their teaching 

context and needs (MoECRI, 2020). These efforts reflect Richards’ definition of teachers’ qualifications 



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in a way that they should be recognized by local authorities or international organizations, and the 

mandate is also given by such bodies (Richards, 2000).  

In 2022, the Ministry of Education, Culture, Research, and Technology (MoECRT), launched the 

most recent curriculum named the Merdeka curriculum as the revised form of the previous national 

curriculum, the Kurikulum 2013. This Merdeka curriculum has been designed based on the notion that 

every individual has their own way and pace of developing themselves, and it is important that national 

education acknowledges and pays attention to their different learning needs and interests (MoECRT, 

2022). According to the MoECRT official website, ELT in the Merdeka curriculum should be carried 

out by focusing on student-centered learning, which means that the learning process must be based on 

efforts to change students' behavior (from unable to capable), in using English by mastering six language 

skills (listening, speaking, reading, writing, grammar, and vocabulary) in various types of texts 

(MoECRT, 2022). This means that the process of teaching and learning English should be designed to 

help students transform their language skills and abilities. In other words, students should progress from 

a state of not being able to use English effectively to becoming capable and proficient in using English 

across six language skills and in various types of texts (such as written, spoken, or multimedia 

materials). The focus of the learning then lies on empowering students to actively engage with the 

English language and become competent users of it. 

Drawing upon the literature, related studies, and regulations discussed above, it goes without 

saying that all teachers in Indonesia, have to consider the needs and contextual backgrounds of their 

students as their fundamental principle when preparing the materials and methods for teaching their 

students in class. This resonates with the idea of implementing a critical pedagogy approach, which is 

believed to be relevant in the Indonesian ELT context (Larson, 2014). In his paper, he insists on the 

need to ensure that the curriculum and the teaching method used can be meaningful and locally relevant 

to Indonesian learners with diverse life and cultural backgrounds. Larson (2014) also argues that 

education in Indonesia should be based on a “transformative approach” in which students are the main 

sources of material development instead of merely adopting material from the government or even other 

international bodies, which is actually the fundamental idea of the Teaching Unplugged as well  (p. 

135). This notion clearly supports Yanti’s work (2018) indicating that Teaching Unplugged would be 

relevant and work well in the Indonesian education context since teachers can use it to simulate their 

students’ active participation and engagement in class. This also echoes other current research relating 

to the use of textbooks and online resources that the learners need in today’s era as discussed  earlier in 

this article (Ren & Han, 2016; Torkar, et al., 2022). 

 
The common profile of novice english teachers in the Indonesian most disadvantaged areas 

As described earlier in this paper, the most common challenges faced by teachers working in the most 

remote and disadvantaged areas of Indonesia have to do with inadequate provision of the requisite 

infrastructure, teaching resources, and qualified teachers. However, these are not the only issues when it 

comes to teaching at schools located in different geographical and cultural settings as found in Indonesia. 

Febriana, et al. (2018) for example, found that teachers in this context also deal with problems related to 

student competence and both different student and parent mindsets in life. Particularly in English language 

teaching, these kinds of teachers have to realize the fact that their students mostly lack motivation and 

proficiency in learning the target language (Saiful & Triyono, 2018). Another study also reveals that the 

teachers, in fact, experience dilemmas in implementing the new national curriculum due to their lack of 

knowledge of the curriculum and the different contexts that they need to adjust to (Anwar, et al., 2020).  

All these study reports show how the teachers in such particular contexts really need support, and teacher 

training fitting their context and needs is one of the appropriate supports to offer for their survival in their 

professions and identity development. 

The 3T areas have constantly been discussed in many programs and agendas of the Indonesian 

government, but the definitions and characteristics of the areas vary depending on the contexts where 

they are used (Purwanda, et al., 2023).  According to the National Development Planning Agency 

(NDPA) known as BAPPENAS, the locations that all the teachers work in as discussed earlier are 

categorized into the areas of Terdepan, Terluar, Tertinggal (3T). In Indonesia, 3T areas are generally 

characterized by their weak public economy, low human resources, lack of standard infrastructure, 

people’s low financial income, lack of access to information and technology, disaster -prone, and 

potential conflict (NDPA, 2016). In the sector of education, inequalities and disparities in the 3T areas 

are clearly evident, as seen through the unequal access to quality education. For instance, many schools 

in such areas lack qualified teachers and adequate infrastructure, such as updated textbooks, electricity, 

computer equipment, and stable internet connection (Riyadi & Guzhini, 2022). Furthermore, teachers 



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24 

 

in these places have to face the fact that many of their students have very little motivation to learn, and 

their parents are also not aware of their important role in encouraging their children in education 

(Febriana, et al., 2018). Of the overall number of English teachers teaching in the 3T areas, many of 

them are civil servants who teach at secondary schools located in schools with relatively low student 

participation (NDPA, 2016; Heyward, 2017). Due to the civil servant status that the teachers have, it is 

certain that they have “sponsored professionalism,” (Leung, 2009: 49).  

 

Course program 

The teacher training offered in this article can have certain purposes: 1) To introduce Teaching Unplugged 

as an alternative teaching method; 2) To encourage the teachers to reflect on their own teaching and 

evaluate their own beliefs regarding any decisions relevant to their teaching contexts; 3) To apply ten 

principles and three core precepts of Teaching Unplugged in class aligned with the curriculum goals; 4) To 

encourage the teachers to better understand their learners' needs and promote student-centered learning. 

To reach these goals, it is important to make sure that the program can run well by setting up the schedule, 

the process, and the content. 

 
The schedule 

The targeted participants will be novice English teachers working at public schools. Considering their busy 

time and their regular schedule of work at school, conducting any extra program for them might not be 

possible. This program is expected to be conducted during their term break from teaching. As the students 

have holidays for a week, these teachers stay at school. This program consists of four sessions, and each of 

them will be held in a day. Therefore, this program will need four days to cover all sufficient materials and 

activities. 

 
The process 

Considering the importance of received knowledge of the student teachers and their interactions for their 

professional development as described in the study of in-service training (INSET) (Freeman, 1991; Lamb, 

1995), this program focuses on learning through structured discussions among the participants guided by 

the instructor since the participants would be more encouraged to personally reflect, examine and evaluate 

what they have done in teaching (Guskey, 2000). In this program, the participants are given opportunities 

to discuss the new ideas of Teaching Unplugged and to reflect on and evaluate their own beliefs in 

teaching. 

Drawing upon sociocultural theory and the concept of community of practice , through sharing 

problems and challenges in guided activities, the participants would get an opportunity to gain input 

that helps them understand their roles better (Vygotsky, 1980; Lave & Wenger, 1991). Besides, their 

identity as EFL teachers can be socially constructed through interactions during the program (Johnson, 

2001; Danielewicz, 2001). According to Singh and Richards (2006), in adopting sociocultural 

perspectives, teacher learning and education program as “situated social practice” includes socia l 

interactions, the course room, and the constructions of identity (p. 154). Due to the special settings and 

context of teaching that the prospective participants live in, they are then considered to have special 

characteristics that represent a specific identity. Singh and Richards (2006) posit that teacher education 

programs should play a role in facilitating them to be able to appropriate and resist skills and knowledge 

that reshape and reconstruct their identity. This can be effectively done through dia logic interactions 

and discussions as the core of teachers’ main work (Alexander, 2018).  

In this program, the participants are also assigned to read empirical studies and analyze the 

English curriculum followed by a Focus Group Discussion (FGD) to examine the feasibility of Teaching 

Unplugged in Indonesian mainstream classes. The purpose of the FGD is to get a wide range of 

thoughts and views about particular issues and to provide an atmosphere so that the participants feel 

more comfortable sharing their ideas and experiences (Hennink, 2014). All individual interactions in the 

FGD would finally lead to personal reflection (Guskey, 2000). Reflection has become one of the most 

important components in teacher learning processes (Burton, 2009). Reflection has a lso been evidenced 

to encourage teachers to evaluate their approaches, identify areas for improvement, and adapt their 

practices to better align with their students’ needs for adapting to future challenges (Kim, et al., 2019).  

After learning new teaching concepts and ideas about Teaching Unplugged and having 

discussions about any relevant issues along with reflections, the participants are then led to join the 

workshop and create a lesson plan followed by a presentation and feedback for evaluation. Some 

research findings show that lesson planning is an integral part of teacher education and become a 

commonly used tool to assess a teacher’s ability in planning meaningful English classroom learning 



Aziza Restu Febrianto & Maria Dimitrij Angie Pavita | ELT Forum 13(1) (2024) 

25 

 

(Newman & Hanauer, 2005; Thibeault, et al., 2010). In addition, according to Wilson, et al. (1987), 

novice teachers’ knowledge about their subject matter is enriched and developed during teaching 

preparation. A lesson plan as the outcome of the teaching preparation is then used to show the teachers’ 

readiness in teaching, and it also reflects their competence in integrating theory and practice (Pang, 

2016). To examine how the theory and concept of Teaching Unplugged work in class, the participants 

apply the lesson plan in peer teaching followed by supportive feedback from both peers and instructors. 

As Amobi (2005) points out, microteaching or peer teaching along with constructive feedback gives the 

student teachers experience to practice effective teaching skills and experiment with a new teaching 

technique. 

 
The content 

The materials used in the program cover theories and concepts of Teaching Unplugged, three empirical 

studies on its implementation as well as techniques for applying it in real teaching practice. The materials 

selected are taken from relevant topics in the core book “Teaching Unplugged: Dogme in ELT”, related 

papers by the book authors and other researchers, videos of presentations, and other supporting excerpts 

from online resources. As seen from the content of the resources, these materials present interactive 

activities, and they are easy to access as well. Another consideration in relation to the teachers’ status is 

also addressed. The prospective participants are teachers at public schools who teach content designated in 

the national curriculum. Hence, the program materials are therefore selectively chosen by considering the 

position of the participants. 

The first meeting consists of activities on exploring Teaching Unplugged. These activities aim to 

introduce and explore the theories, concepts, principles, and rules of Teaching Unplugged. In the first 

session, the participants are given a chance to read some relevant topics in the core book, “Teaching 

Unplugged: Dogme in ELT” and the author’s papers about it. The core book (Meddings & Thornbury, 

2009) consists of detailed descriptions of Teaching Unplugged and various examples of teaching 

techniques. First of all, the participants read the history of the method, the main concepts, the ten 

principles, and the three basic rules underpinning it (Meddings & Thornbury, 2009, p. 7 -22). Then, they 

read the next topic about the roles of non-native speakers when applying the method to rebuild their 

beliefs as EFL teachers (Meddings & Thornbury, 2009, p. 84). This kind of belief is very important, 

especially for non-native teachers in response to the recent notion about the native and non-native 

teacher dichotomy that might impact them (Pavlenko, 2003). The participants also read the paper 

“Dogme: Dancing in the Dark” which provides a more detailed analysis of the Dogme principles and 

the features of the coursebooks that would support the method (Thornbury, 2000). To provide more 

visualized descriptions of the reading materials, a video of “Dogme” teaching is presented in the second 

session (IHWO, 2012) followed by a discussion about it.  

The second meeting focuses on curriculum development and professional identity. In  the first 

session, the participants read three empirical studies to see to what extent Teaching Unplugged works in 

different settings. The first study is Sketchley’s research (2011) on the attitudes of 15 teachers and 15 

students toward Dogme in ELT. This research shows the participants’ skeptical view on the three major 

rules of the approach, although some of them thought they were very useful. After that, the participants 

are asked to read and review another similar empirical article about teachers’ atti tudes toward the 

approach in India by Nuraldeen (2020). In another study, Worth (2012) reports on how the coursebook 

created during the Dogme lesson helps the students prepare for their exams. They said that Dogme 

teaching should also be incorporated with the coursebook-based lesson. Finally, Bryndal (2014) found 

that all of her students felt satisfied with the Dogme approach although she suggested that it might not 

be appropriate for lower-level students.  

In this second meeting, the participants are also asked to read more recent research on the 

implementation of Teaching Unplugged. The first one is a study conducted by Amjad, et al., (2019; 

2020) which demonstrates that the approach was successful in facilitating Pakistani students’ 

improvement in academic writing. The next reading is research by Nguyen and Bui Phu (2020) 

revealing that despite some imperfect impact that the approach can bring about, teachers can use it to fill 

the gaps between theories in ELT and teaching practices in class enabling them to focus on students’ 

needs and interests. In addition, the participants also read the most recent study by Abdalgane, et al. 

(2023), which indicates that the approach has been evidenced to promote an interactive and 

communicative learning environment in class. To make the participants relate to the context of 

Indonesia, a research article authored by Yanti (2018) is included in the reading list of the training. This 

article shows how the approach can only be conducted effectively in certain circumstances and contexts 

by considering the levels of students’ language proficiency, motivation, and curriculum goals. The 



Aziza Restu Febrianto & Maria Dimitrij Angie Pavita | ELT Forum 13(1) (2024) 

26 

 

participants are expected to see the possibility of implementing the approach in Indonesia through this 

research. 

According to the study results above, it is obvious that the Teaching Unplugged method or 

Dogme approach does not always successfully work effectively as Littlewood (2007) found in his study 

of CLT and TBLT that “there is no any single method that fits all teachers and learners in all contexts” 

(p. 248). Thus, in this program, the participants anticipate any similar failures by investigating their class 

and analyzing the national English curriculum followed by FGD to examine the feasibility of the 

approach. For example, interpersonal communication skill is also one of the curriculum goals 

(MoECRT, 2022), but it requires certain investigation prior to the lesson.  

The third and fourth meetings offer a different structure of activities which puts its emphasis on 

practical planning and teaching. In the beginning, the participants learn the first techniques introduced 

in the core book and practice to create “the right conditions” for learning without using resources 

prepared in advance as they are already present during the lesson (Meddings & Thornbury, 2009, p. 24). 

To succeed in this, Meddings (2015) mentions 20 steps of applying Teaching Unplugged, and 

Thornbury (1999) also provides a sample of lesson planning the participants can try through videos and 

social networking sites.  Therefore, they eventually get an idea of how to plan their lesson and use it in 

their teaching practice for the following meeting. Each meeting ends with a conclusion, evaluation, and 

reflection as parts of the participants’ ongoing professional development.  

 

CONCLUSION 

The theoretical framework and principles of Teaching Unplugged or Dogme in ELT presented in this 

article are likely to be in accordance with how EFL students are to learn today as they relate to the 

teaching methods and techniques discussed by many prominent scholars and recent studies in ELT such as 

Task-Based Language Teaching (TBLT), student-centered learning, and autonomous learning. This 

finding is also supported by some evidence-based research including the 10 empirical studies investigated 

and discussed in the article, and all of them indicate a positive correlation to the approach. In this regard, 

the approach can also be relevant to the education context of Indonesia and should be included in the 

content of teacher training for Indonesian teachers, especially those working in disadvantaged areas. Given 

the status and characteristics of the prospective participants with their disadvantaged work environment as 

well as inadequate teaching resources and facilities, the teacher training program offered in this paper 

seems to logically provide an alternative relevant method for the participants’ contextual needs apart from 

its weaknesses and the criticisms that it receives. To address the gaps found in the approach application, 

activities such as discussions, curriculum alignment, lesson planning, teaching practicum, and reflections 

are provided in the design of teacher training to negate any related issues. Teaching unplugged may be 

considered to be useful in the sense that it tries to bridge the gap between the latest national curriculum 

goals (the Merdeka curriculum) which emphasizes the significance of student-centered learning and 

students’ real learning needs, particularly in the most remote and disadvantaged contexts and settings. To 

examine whether or not this offered program can be feasible and effective in the contexts of the prospective 

participants, explorations and evaluations on the most recent and relevant empirical studies are carried out 

in this research. However, it does not mean that successful applications of the approach in some contexts 

can be generalized in other different places for various factors. Therefore, further experiments and 

empirical research on the program implementation, particularly in the Indonesian context, have to be done 

as a follow-up to this paper.  Finally, this program cannot solve all the teachers’ problems, but at least 

initially show them where to find solutions. 

 

FUNDING STATEMENT 

The authors received no financial support for the research and/or authorship of this article. 

 

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