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EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL.

High-stakes testing and English teachers' role as materials developers: Insights from vocational high schools Elsa Ananda; Ashadi Ashadi
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

The implementation of the National Examination (NE) in Indonesia in elementary to high schools is considered as high-stakes testing and affects the teachers’ practice particularly in vocational settings. As material developers, English teachers in Vocational High Schools (VHS) are demanded to develop appropriate and suitable materials to meet the students’ specific needs. The incompatibility of the NE materials prescribed by the government and the vocational students’ needs put the teachers in a dilemma. The teachers should deal with the pressure of the NE and their roles as materials developers. This article tries to reveal how high-stakes testing impacts their roles as material developers particularly in the absence of specifically prescribed materials for VHS students. A case study design was used in this research with 31 participants of English teachers from nine state VHS in Pontianak, Indonesia. Data were collected through questionnaires and interviews. The result revealed that the role of teachers as materials developers somehow becomes diminishing because of the presence of the NE as high-stakes testing in the learning process, especially in VHS. This condition is detrimental to the teachers’ professional development since their roles as materials developers are limited and even under-developed. With the cancellation of NE by the end of this year, it is expected that the teachers are able to play their roles as materials developers and conduct evaluations based on the students’ specific expertise.

EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21455

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL.

High-stakes testing and English teachers' role as materials developers: Insights from vocational high schools Elsa Ananda; Ashadi Ashadi
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17518

The implementation of the National Examination (NE) in Indonesia in elementary to high schools is considered as high-stakes testing and affects the teachers’ practice particularly in vocational settings. As material developers, English teachers in Vocational High Schools (VHS) are demanded to develop appropriate and suitable materials to meet the students’ specific needs. The incompatibility of the NE materials prescribed by the government and the vocational students’ needs put the teachers in a dilemma. The teachers should deal with the pressure of the NE and their roles as materials developers. This article tries to reveal how high-stakes testing impacts their roles as material developers particularly in the absence of specifically prescribed materials for VHS students. A case study design was used in this research with 31 participants of English teachers from nine state VHS in Pontianak, Indonesia. Data were collected through questionnaires and interviews. The result revealed that the role of teachers as materials developers somehow becomes diminishing because of the presence of the NE as high-stakes testing in the learning process, especially in VHS. This condition is detrimental to the teachers’ professional development since their roles as materials developers are limited and even under-developed. With the cancellation of NE by the end of this year, it is expected that the teachers are able to play their roles as materials developers and conduct evaluations based on the students’ specific expertise.

EFL students’ motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling Ista Maharsi; Sugirin Sugirin; Ashadi Ashadi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30185

Motivation to read, the driving force to achieve one’s reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students’ motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants’ motivational currents following Dörnyei’s Directed Motivational Currents (DMC). Themes of diaries and interviews were generated following the Interpretative Phenomenological Analysis. The findings show that the features of DMC are salient and functioning throughout the student’s learning experiences and facilitate the construction of their future identity as readers. Four patterns of motivational currents during the students’ learning were a steady wave, slight wave, moderate wave, and great wave patterns. The variability and stability of task performance motivation indicate that students’ motivational trajectories are unique, conditional, and context-bound. Identifications of the sources of motivators and demotivators provide hints for designing more engaging classroom activities, enriching the task features, and sustaining students’ motivation. This study concludes with possible directions for future motivation research.

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