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All Journal Script Journal: Journal of Linguistic and English Teaching Jurnal Suluh Pendidikan
La Ode Alfin Aris Munandar
University of Mataram
Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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TEACHER AGENCY IN INTEGRATING PANCASILA VALUES INTO ENGLISH LANGUAGE TEACHING: PERSPECTIVES AND CHALLENGES FROM RURAL INDONESIA Santi Farmasari; Desi Herayana; Hartati Suryaningsih; La Ode Alfin Aris Munandar; Aril Eka Rizki; Alzena Aristawidya
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2571

Abstract

This study examines the agency of English teachers in incorporating the Pancasila Student Profile (PSP) values into English Language Teaching (ELT) under Indonesia's Independent Curriculum. Despite the PSP's major role in curriculum reform, there is less understanding of how EFL teachers exert agency in implementing national character education objectives within language teaching methods, especially in rural settings. This qualitative study, informed by the ecological concept of teacher agency, included ten English teachers from five regencies on Lombok Island, Indonesia. Data were gathered through semi-structured interviews, narrative reflections, and document analysis, and were examined using thematic analysis. The findings indicate that instructors viewed PSP integration to assert agency through pedagogical decision-making, multidisciplinary cooperation, and instructional innovation. Nonetheless, their agency was hindered by restricted curricular understanding, inadequate assessment literacy, workload demands, and financial constraints. This study enhances the literature on teacher agency by illustrating how agency is simultaneously facilitated and restricted by personal, structural, and relational factors during curricular reform. The results underscore the necessity for ongoing professional development, collaborative educational environments, and supporting institutional policies to enhance teachers' ability to incorporate national values into English Language Teaching.
EFL Teacher Agency Across Contexts: A Mixed-Methods Study of Instructional Problem-Solving in Urban and Rural Schools Santi Farmasari; Desi Herayana; Hartati Suryaningsih; La Ode Alfin Aris Munandar; Yusril Aditia
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2216

Abstract

Background: EFL teaching in Indonesian urban and rural schools have been experiencing persistent challenges due to linguistic, cultural, geographical and resources differences. However, these conditions have not been portraited from ecological persepctive of agency. Therefore, this study examines EFL teacher agency and instructional problem-solving in urban and rural Indonesian classrooms Methodology: This mixed-method study involves 129 EFL instructors (85 from rural schools, 44 from urban schools) who completed a survey, and 35 submitted reflective journals. Quantitative data were assessed using descriptive statistics, and qualitative data were evaluated through thematic analysis. Findings: Both urban and rural EFL teachers faced similar classroom issues like low motivation, vocabulary gaps, and speaking anxiety, though rural teachers linked them to limited resources and urban teachers to distractions and pressure. Urban teachers showed stronger and more consistent agency, especially in autonomy, professional growth, and future goals, while rural teachers drew on deep personal motivation but were often hindered by local challenges. Conclusion: The study shows that teachers’ ecological past experiences, present conditions, and future goals shaped how they solved problems. Rural teachers relied on local resources and flexible strategies, while urban teachers used creative, student-centered methods to build autonomy and global skills, pointing to the need for context-specific support and policies that empower teacher-led innovation. Originality: This study offers how teacher agency is lived out in the everyday problem-solving of EFL classrooms, not just in teachers’ beliefs or intentions. By comparing rural and urban contexts in Indonesia, it reveals how agency looks different across settings and highlights the creativity and resilience of teachers, especially in resource-challenged schools.
Co-Authors Alzena Aristawidya Aril Eka Rizki Desi Herayana Hartati Suryaningsih Santi Farmasari Yusril Aditia