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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Foreign Language Teaching and Learning English Language Teaching Educational Journal Prosiding Seminar Nasional Program Pengabdian Masyarakat International journal of education and learning Teaching English as a Foreign Language Journal
Eko Purwanti
Universitas Muhammadiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Identity formation: An auto-ethnography of Indonesian student becomes a legitimate speaker and teacher of English Rina Febriani Sarie; Bambang Widi Pratolo; Eko Purwanti
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20399

Abstract

Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers’ identities, yet few literature concerns about the negotiation of NNESTs’ identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton’s theory of language and identity, this study examined a complex process of my identity formation as a legitimate speaker and teacher of English after studying one of a critical pedagogical unit ‘Language, Culture, and Curriculum’. The findings revealed that the TESOL program enabled me to discover and explore another part of myself as a legitimate speaker and teacher of English through linguistic constructs and rich knowledge given in that unit. It also supported that a critical pedagogical unit could empower international students to form their identities as confident and professional English teachers back to their countries.
Understanding EFL Teachers’ Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky Eko Purwanti; Endro Dwi Hatmanto
English Language Teaching Educational Journal Vol. 2 No. 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i2.1241

Abstract

Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers’ opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process. 
Understanding the EFL Lecturers' Beliefs about Their Professional Learning from the Lens of Malcolm Knowles Theory of Andragogy Eko Purwanti
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2117

Abstract

The establishment of Teacher and Lecturer Law No. 14/ 2005 has an implication that all lecturers in Indonesia should maintain their professionalism in order to improve the teaching and learning process.In an attempt to be professional, lecturers are expected to carry out on-going professional learning. This study aims to seek the perceptions of English as a Foreign Language lecturers about their professionallearning in a language training centre of a private university in Indonesia. Underpinned by interpretive paradigm and naturalistic design, the study employed qualitative methods using focus group interviews by which seven EFL lecturers were included as the participants. The finding of the study reveals that professional learning activities conducted by the participants are perceived as a compulsory activity, a result of their experiences, their learning orientation, their learning passion, and their internal motivation.These findings, in fact, corroborate the principles of adult learning theory of Malcolm Knowles called Andragogy which is based on the learning principles such as self-concept, readiness to learn, orientation to learning, adult learner experience, and motivation to learn.
Classroom management: Applying appropriate strategies to enhance effective teaching Eko Purwanti; Gitta Vania
Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i1.10638

Abstract

The teaching and learning process should be conducted effectively so that students can obtain the learning objectives. In so doing, teachers should have the ability to deliver the teaching materials effectively by conducting good classroom management. In this case, as prospective teachers, pre-service teachers should manage the classroom well to maintain teaching effectively. However, handling classroom management is not easy, and therefore pre-service teachers should apply appropriate strategies in managing the classroom. This research aims to investigate the strategies that pre-service teachers use to overcome the problems in managing the classroom during their teaching practices in a private senior high school. A qualitative research approach was employed to answer the research questions, in which in-depth interviews were administered to collect the data. Besides, four pre-service teachers at an Islamic university in Yogyakarta volunteered as the participants in this study. This study’s results showed that the participants applied several strategies to respond to the problems emerging during their teaching practice. The strategies which these pre-service teachers applied to overcome the problems comprised 1) improving self-confidence, 2) preparing lessons carefully, 3) anticipating unpredictable situations, 4) responding to unpredictable questions wisely, and 5) handling with the students’ heterogeneity. Having various ways of handling classroom management, these pre-service teachers could deliver the lesson effectively. Therefore, this study is beneficial for those who are having teaching practice to keep the classroom run successfully.
Persepsi Guru Terhadap Pelaksanaan Lesson Study Eko Purwanti; Evi Puspitasari
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2019: 1. Pengembangan Pendidikan Masyarakat
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.18 KB) | DOI: 10.18196/ppm.21.463

Abstract

Sebagai ujung tombak pendidikan, guru dituntut untuk mempunyai kualitas yang tinggi sehinggapembelajaran di kelas dapat berlangsung secara maksimal. Akan tetapi, pada kenyataannya banyakditemukan pembelajaran di kelas yang berjalan kurang efektif yang ditandai dengan rendahnyapartisipasi siswa di kelas. Situasi seperti ini dapat berimbas terhadap penurunan kualitas belajarmengajar. Oleh karena itu diperlukan strategi yang efektif sebagai salah satu jalan keluar, dan salahsatunya adalah melakukan lesson study. Makalah ini bertujuan untuk melaporkan hasil pengabdianmasyarakat terkait dengan persepsi guru terhadap pelaksanaan lesson study di sekolah menengah atassebagai upaya untuk meningkatkan kualitas mengajar di kelas. Dengan menggunakan pendekatankualitatif, pengabdian masyarakat ini melibatkan sepuluh guru dari sepuluh mata pelajaran yangberbeda. Kesepuluh orang guru terbagi dalam dua kelompok lesson study dan mereka secara sukarelamelaksanakan dua siklus lesson study di kelas. Wawancara kelompok dilakukan untuk mendapatkandata terkait dengan persepsi mereka mengenai pelaksanaan lesson study. Hasil dari pengabdianmasyarakat ini menunjukkan bahwa guru-guru di sekolah tersebut mempunyai perspesi positif terhadaplesson study, yaitu 1) lesson study memberi kesempatan belajar bagi siswa, 2) lesson study memberikankesempatan belajar bagi guru, 3) lesson study meningkatkan kualitas mengajar guru, dan 4) lesson studymembuat guru melakukan refleksi pembelajaran. Para guru tersebut sepakat bahwa kegiatan lesson studylayak untuk dilanjutkan di kemudian hari.
Pemberdayaan Guru Dalam Pembelajaran Daring Menggunakan Standardized Platform Eko Purwanti; Mariska Intan Sari
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2021: 1. Peningkatan Kapasitas Kelembagaan Publik
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.379 KB) | DOI: 10.18196/ppm.41.871

Abstract

Pendidikan adalah usaha sadar dan sistematis untuk mencapai taraf hidup atau untuk kemajuan lebih baik. Dengan adanya kebijakan pembelajaran secara daring dikarenakan adanya anjuran pemerintah untuk menerapkan social distancing dan dalam rangka mencegah kluster covid-19 di sekolah, maka sekolah-sekolah dituntut agar tetap dapat memberikan pembelajaran efektif kepada peserta didik. Kegiatan pengabdian masyarakat (abdimas) ini ditujukan untuk mengatasi permasalahan-permasalahan yang muncul dalam pembelajaran daring. Secara lebih spesifik, kegiatan abdimas ini ditujukan untuk membangun pembelajaran daring dengan cara melakukan pendampingan kepada guru-guru di sebuah sekolah menengah atas negeri di Kasihan, Bantul, Yogyakarta. Metodologi yang dilakukan meliputi mengadakan pelatihan teknis LMS (Learning Management System) kepada tim Informasi dan Teknologi (IT) sekolah, dan kemudian dilanjutkan dengan mengadakan Training of Trainer (TOT) kepada 10 orang guru yang akan menjadi mentor bagi para guru-guru di sekolah, dan akhirnya pelatihan penggunaan LMS kepada seluruh guru-guru di sekolah dilakukan sebagai rangkaian akhir dari kegiatan abdimas ini. Hasil dari abdimas ini adalah tersedianya laman pembelajaran daring di sekolah menengah atas negeri di Kasihan, Bantul, Yogyakarta tersebut. Kegiatan abdimas ini membawa implikasi positif terhadap pembelajaran daring di sekolah tersebut. Mengingat bahwa kegiatan abdimas ini sangat dibutuhkan oleh sekolah menengah atas negeri tersebut dan sangat kontekstual dengan situasi pandemi saat ini, maka kegiatan yang sejenis dapat pula direduplikasi dan ditawarkan di sekolah lain.
PENINGKATAN KAPASITAS GURU SMA MUHAMMADIYAH 4 YOGYAKARTA DALAM IMPLEMENTASI PEMBELAJARAN DARING MELALUI “MUPAT BELAJAR” Mariska Intan Sari; Eko Purwanti
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2021: 2. Kreatifitas Pendidikan dan Pembelajaran di Sekolah dan Perguruan Tinggi
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.261 KB) | DOI: 10.18196/ppm.42.880

Abstract

Sekolah sebagai salah satu agen pendidikan yang bertanggung jawab terhadap peningkatan kualitas sumber daya manusia harus selalu meningkatkan kualitasnya terutama dalam pengajaran. Pandemi Covid-19 menuntut sekolah untuk dapat terus melaksanakan proses KBM dengan baik, meskipun semua dilakukan secara daring. Penggunaan LMS “Mupat Belajar” yang berbasis Moodle dapat menjadi salah satu solusi untuk melaksanakan pembelajaran secara daring. “Mupat Belajar” ini sudah digunakan selama semester ganjil 2020/2021. Akan tetapi, ada beberapa permasalahan yang berkaitan dengan penggunaan “Mupat Belajar” yang harus segera diselesaikan agar tujuan utama dari keberadaan “Mupat Belajar” ini dapat dicapai secara maksimal oleh pihak sekolah, yaitu tampilan awal mata pelajaran yang masih beragam, penggunaan fitur, dan aktifitas di “Mupat Belajar” yang belum maksimal. Untuk mengatasi permasalahan-permasalahan tersebut, dilakukanlah pelatihan dan pendampingan kepada guru-guru di SMA Muhammadiyah 4 Yogyakarta khususnya enam orang tim Informasi dan Teknologi (IT) sekolah dan juga sepuluh orang guru trainer yang telah ditunjuk sekolah. Kegiatan tersebut dilakukan agar guru-guru yang tergabung dalam tim IT dan guru trainer tersebut mempunyai keterampilan yang memadai sehingga dapat memberikan pelatihan kepada guru-guru yang lain. Selain itu, monitoring terhadap pembelajaran daring di sekolah juga dilakukan untuk merumuskan hal-hal yang perlu dilakukan untuk perbaikan implementasi “Mupat Belajar” kedepannya.
Declining idealism: A study of higher education teacher’s beliefs about grading decision making Bambang Pratolo; Eko Purwanti
International Journal of Education and Learning Vol 3, No 2: August 2021
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.631 KB) | DOI: 10.31763/ijele.v3i2.374

Abstract

This study aimed to unpack higher education teachers’ beliefs about grading decision making. A qualitative approach was employed in this study to answer the research question. In-depth semi-structured interview as the main data collecting technique was utilized to gather any information from higher education teachers. Four higher education teachers with different educational backgrounds and teaching experiences volunteered to be the participants. Three main themes were generated from the data i.e., the factors considered in grading decision making, the most challenging parts in grading, and handing students’ complaints about grades. This study indicates that developing assessment rubrics, discussing them with students, and documenting them in the learning contract may be effective strategies for teachers to remind the students of the course requirements to reach minimum criteria of mastery learning.
Examining teachers' motivation in conducting teacher professional development: A self-determination theory perspective Eko Purwanti; Salma Octavia
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.8141

Abstract

Teacher Professional Development (TPD) can be referred as any activities that can improve the quality of teacher professionalism. This study aims to find out various activities of English Secondary School teachers regarding their teacher professional development and to investigate their motivation in conducting TPD based on Self-Determination Theory (SDT). Underpinned by qualitative approach, this research used descriptive qualitative research design. Three English Secondary School teachers were involved as the participants, and individual interviews were used to collect the data. The findings showed that TPD activities done by the participants were 1) attending workshop and seminar, 2) joining English Subject Teacher Forum, 3) having informal peer discussions, and 4) reading teaching resources. The next findings regarding the teachers’ motivation in conducting TPD proves that the three aspects of SDT emerged from the participants, comprising 1) self-awareness, 2) in line with profession, and 3) the need to be competent. These findings imply that various activities of TPD driven by internal motivation can be conducted by English Secondary School teachers. Therefore, it is recommended that teachers have internal motivation in order to carry out TPD.
Teacher professional development during COVID-19 pandemic: Opportunities and challenges Eko Purwanti; Ririn Anggraini; Noor Qomaria Agustina
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.426

Abstract

Teacher Professional Development (TPD) is any activities conducted by teachers to upgrade their teaching skills in order to maintain their professionalism. The activities of TPD have recently been greatly affected by the COVID-19 pandemic, resulting in the termination of almost all TPD activities. The study aimed at investigating TPD among English language secondary school teachers during the COVID-19 pandemic focusing on its opportunities and challenges. Using qualitative approach and descriptive qualitative research design, the study involved four English language teachers at two Secondary Schools in Yogyakarta as the participants. In-depth interviews with these four participants were conducted to achieve the objectives of this study. The findings of the study discovered that mastering the technology, improving the competency in designing online class, improving the competency in class management skill, and building peer collaboration among teachers were all the opportunities experienced by the teachers in conducting TPD activities during the COVID-19 pandemic. Moreover, teachers’ lack of digital competency, unstable internet network, limited number of TPD activities, and inadequate support system were the challenges experienced by these teachers in conducting TPD activities during the COVID-19 pandemic. These findings imply that despite the difficult times these English teachers faced during COVID-19 pandemic, they managed to improve their qualities as teachers by maximizing the opportunities of conducting TPD. Keywords: Professional, teacher competences, COVID-19 pandemi, Teacher Professional Development, opportunities, challenges
Co-Authors Bambang Pratolo Bambang Widi Pratolo Evi Puspitasari Gitta Vania Hatmanto, Endro Dwi Noor Qomaria Agustina Rina Febriani Sarie Ririn Anggraini Salma Octavia Sari, Mariska Intan