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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Penelitian Pendidikan Indonesia
Kamaludin Yusra
University of Mataram
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Personal and Contextual Factors Influencing Teacher Agency in Overcoming Students’ Learning Difficulties Yuni Budi Lestari; Kamaludin Yusra; Nurachman Hanafi; Nawawi Nawawi; Nuriadi Nuriadi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 2 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i2.34196

Abstract

Abstract: Research demonstrates that the extent to which teacher agency is achieved is influenced by personal and contextual conditions of possibility and constraints. This study identifies personal and contextual factors that influence teacher agency in overcoming student learning difficulties. Although there are many studies showing factors influencing teacher agency in various contexts, little research, if any, has been done on personal and contextual factors influencing teacher agency in overcoming students’ learning difficulties in the Indonesian higher education. This research filled the gap by examining the factors influencing teacher agency in overcoming student learning difficulties at a postgraduate English department at a government university in West Nusa Tenggara, Indonesia. This research is a case study involving four (4) university teachers who teach at the department as the research participants who were selected purposively. Data of the study were collected through in-depth interviews. Semi-structured interview was employed in which open and close-ended questions about personal and contextual factors influencing teacher agency in helping students with learning difficulties were given. The data form the interviews were analysed using qualitative content analysis. Results demonstrated that a number of personal and contextual factors enabled and constrained teacher agency enactment when overcoming student difficulties in learning. Personal factors include sound pedagogical knowledge and teaching experience. Contextual factors involve having collaborative relationships among university teachers and students, and school management. As teachers work under varying constraints even within the same institution, further research needs to be conducted to uncover more factors influencing teacher agency. Keywords: Personal Factor, Contextual Factor, Teacher Agency, Students’ Learning Difficulty
Prospects of exercising teacher agency in facing students’ learning difficulties Yuni Budi Lestari; Kamaludin Yusra; Nurachman Hanafi; Nawawi Nawawi
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 2 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020221464

Abstract

Teacher agency is generally accepted as a strategy that teachers employ to face educational challenges. This article presents the result of a qualitative case study that examined learning difficulties that university students face during their study and prospects of exercising agency in facing the students’ learning difficulties. The current study was conducted at a postgraduate English department in a government University in West Nusa Tenggara. The participants of this study include three students in their third semester in the academic year 2020/2021 and three university English teachers who were purposively selected. Being qualitative in nature, this study used in-depth interviews with the students to obtain data on their learning difficulties. In-depth interviews were also conducted to the university English teachers to collect data on prospects of exercising their agency in dealing with learning difficulties facing the students. The collected data were then analyzed using the following steps: identifying, classifying, describing, and explaining. Data analysis indicated that the students experienced difficulties in reading and writing. The results of the study also revealed prospects of teacher agency exercise in helping students cope with their learning difficulties as enabled by specific conditions related to teachers’ pedagogical knowledge and teachers’ collaborative cultures.
Co-Authors Nawawi Nawawi Nurachman Hanafi Nurachman Hanafi Nuriadi Nuriadi Yuni Budi Lestari