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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal Evaluation in Education (JEE) Jurnal Penelitian Pendidikan Indonesia Journal of English Education Forum (JEEF)
Nawawi Nawawi
University of Mataram
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences 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
Development of Web-mediated Audio-Visual Listening Book to Boost the Understanding of Implicatures in the TOEFL Short Dialogues Arifuddin Arifuddin; I Made Sujana; Nawawi Nawawi
Journal Evaluation in Education (JEE) Vol 4 No 4 (2023): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v4i4.752

Abstract

Purpose of the Study: Understanding implicatures in TOEFL Short Dialogues is difficult. It is essential to develop web-based media to boost implicature understanding. This current study aimed at testing the implicature inference-making ability of English teachers, identifying the factors that affect listening difficulties and developing web-mediated audio-visual books for the TOEFL. Methodology: This is a three-phase R & D model: 1) ‘Research Phase’ (Testing the English teachers listening ability; Examining factors affecting implicatures understanding; and Profiling the English teachers listening abilities); 2) ‘Development Phase’ (Constructing the test instrument; Formulating Learning Objectives; Selecting Audio-visual materials, Designing the web-mediated audio-visual book; Validating and revising the book) and ‘Production Phase’ (Dissemination and Mass Production). Main Finding: The products of the ‘Research phase’: 1) Listening ability, 2) Factors affecting listening, 3) Profile of the English teachers’ pragmatic ability. There are five primary causes of difficulty, ‘Speech Rate Delivery,’ ‘Voice,’ ‘Sentence Complexity,’ ‘Mishearing,’ and ‘Colloquial.’ The product of the ‘Development Phase’ is a ‘Web-based audiovisual book for the TOEFL Short Dialogues.’ All lessons are aided with online links to audio and videos. Finally, the product of ‘Production Phase’ is a massed published book. Novelty/Originality of the Study: No single study has ever been reported that focused on developing a web-mediated audio-visual listening book to boost the understanding of implicatures in the TOEFL Short Dialogues.
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.
COHESION AND COHERENCE IN THESES WRITTEN BY UNDERGRADUATE STUDENTS OF THE ENGLISH DEPARTMENT AT THE UNIVERSITY OF MATARAM Nur Fitriyanti Aspany; Untung Waluyo; Nawawi Nawawi
Journal of English Education Forum (JEEF) Vol. 1 No. 2 (2021): JUL-DEC 2021
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The issue of cohesion and coherence has long been recognized as a serious problem among students of English who write theses. However, it remains unresolved up to now. This present study aims to analyze the cohesion and coherence contained in students’ theses based on the theoretical constructs developed by Halliday & Hasan (1976) and Oshima & Hogue (2006). The study employs a descriptive qualitative approach. The data were taken from the top 8 selected theses written by undergraduate students of the English department at the University of Mataram. The data taken from the students’ thesis manuscripts were categorized and analyzed based on the aforementioned theoretical perspectives. Results of the analysis show on the whole students’ theses under investigation generated four issues related to the use of cohesion and coherence. The first issue dealt with the use of grammatical cohesion and lexical cohesion. The second issue contained errors in the use of cohesion devices and lexicon. The third was related to discrete coherence such as repeating key nouns, using consistent pronouns, using transition signals, and arranging ideas in logical order also found in the thesis. Fourth, incoherent theses were found because of misused repeating key nouns, inconsistent pronouns, and transition signals used. Thus, all aspects of cohesion and coherence in theses found in the theses but not comprehensive.
Co-Authors Arifuddin Arifuddin I Made Sujana Kamaludin Yusra Nur Fitriyanti Aspany Nurachman Hanafi Nurachman Hanafi Nuriadi Nuriadi Untung Waluyo Yuni Budi Lestari