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All Journal Language Circle : Journal of Language and Literature Journal of Educational Research and Evaluation
Hapsari, Anita Galuh Sri
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Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Investigating Non-formal EFL Teachers’ Wellbeing in an English Course in Yogyakarta, Indonesia Hapsari, Anita Galuh Sri
Language Circle: Journal of Language and Literature Vol 14, No 2 (2020): April 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v14i2.22828

Abstract

Teachers’ wellbeing potentially carries domino effects on their performances in class. Teachers develop their creativity to perform teaching and learning activities in class when they achieve wellbeing. It affects the students whether they enjoy their learning process with the teachers. This qualitative study aims to explore how the non-formal English teachers experience teaching, working dynamics and complexities from teachers’ points of view; and how these subject matters affect their wellbeing. In-depth interviews were conducted to obtain the data from the research participants. The data were analyzed by employing Holmes’s (2005) categories of teachers’ wellbeing. The findings and discussion of this research demonstrates that the teachers achieved intellectual, emotional, and spiritual wellbeing through different trajectories. The result of this study contributes to English courses as companies to maintain the teachers’ wellbeing for the sake of teachers’ performances. Future researchers are suggested to conduct similar study with quantitative approach in order to get bigger and general picture of non-formal EFL teacher wellbeing.
ENGLISH TEACHER IDENTITY IN THE CONTEXT OF ZONING POLICY IMPLEMENTATION Hapsari, Anita Galuh Sri; Budiraharjo, Markus
Journal of Education Research and Evaluation Vol 3, No 4 (2019)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (742.311 KB) | DOI: 10.23887/jere.v3i4.23203

Abstract

Teacher identity still remains an important topic to discuss in education because it shows teachers? personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students? characteristics in high and low-performing schools. Secondly, teachers? maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects 
English Teacher Identity in The Context of Zoning Policy Implementation Hapsari, Anita Galuh Sri; Budiraharjo, Markus
Journal of Education Reseach and Evaluation Vol 3 No 4 (2019): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (742.311 KB) | DOI: 10.23887/jere.v3i4.23203

Abstract

Teacher identity still remains an important topic to discuss in education because it shows teachers’ personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students’ characteristics in high and low-performing schools. Secondly, teachers’ maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects 
Co-Authors Bram, Barli Ginting, Aprilia Arnis Markus Budiraharjo Paulus Kuswandono