Santi Farmasari
Program Studi Pendidikan Bahasa Inggris, FKIP Universitas Mataram, Lombok, Indonesia

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Journal : REiD (Research and Evaluation in Education)

From an international English language assessment framework to a teacher-based assessment: A study of primary English teachers’ agentive perspectives and projections Santi Farmasari
REID (Research and Evaluation in Education) Vol 7, No 1 (2021)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i1.38850

Abstract

This study explores four primary English teachers' agentive perspectives about assessment in their schools. Given the challenges brought by the abolition of International Standard School (ISS), the changed status of the school, and the exclusion of English from the 2013 National Education Curriculum (NEC), a teacher-based assessment was the only solution to the unavailability of assessment guidelines and the unsuitability of assessment materials and methods. Employing teacher agency theory, this study examines the agentive sides of the teachers' perspectives as they would represent the teachers' strategic solutions toward the school's emerging problems. The teacher-based assessment was expected to accommodate the school's context, the students, and the subject taught. This instrumental case study's data was collected through semi-structured interviews and focus group discussion, which was then analyzed through six phases of thematic analysis and by employing nVivo12 software. The study indicates that the challenges brought by the changed educational policies reinforced collaborative work amongst the teachers. The teachers' perspectives also represent their agentive projections toward English language assessment which was heavily shaped by the teachers' previous assessment experiences during ISS and their ultimate teaching objectives. The findings are expected to provide insightful knowledge about how English teachers responded to shifted educational policies and projected to accommodate the school's specific contexts of assessment. The findings are also expected to explain how people's perspectives can be examined from an agency perspective.
Pre-service teachers’ agentive projections toward innovation in online English Language Teaching (ELT) classes Santi Farmasari; Lalu Ali Wardana; Baharuddin Baharuddin; Amrullah Amrullah; Mh Isnaeni; Husnul Lail
REID (Research and Evaluation in Education) Vol 9, No 1 (2023)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v9i1.51393

Abstract

This study examines the pre-service teachers’ agentive projections toward innovation in online English Language Teaching (ELT) classes. Employing teacher agency theory, this instrumental case study views projections as agentive when they are informed by the students’ ecological aspects (past and present), oriented to solve potential learning problems and improve learning outcomes. The study involved 84 pre-service teachers who were voluntarily asked to fill in a questionnaire, submit a lesson plan, and be interviewed. nVivo Pro was used to organize themes. The study indicates that the pre-service teachers, M=3.81, SD=.590, perceive that innovation in online ELT classes is closely related to the integration of information and technology. As a result, the students’ agentive projections were also oriented to solve technology and internet-based obstacles, added with innovative learning methods. The research findings may become important insights for the development of English teaching and learning in order to provide more capital for pre-service teachers creating ELT innovation in the future.