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All Journal English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Edutama
Yuli Ika Lestari
Airlangga UNiversity
Education Languange, Linguistic, Communication & Media

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Becoming Platformized Teacher in Digital Age : The Representation of English Teacher Identity in Merdeka Mengajar Yuli Ika Lestari; Johny Alfian Khusyairi
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Platform Merdeka Mengajar  (PMM)  is an official  platform issued by Indonesian Ministry of Education and Culture  to  ensure teachers face the changes in the post-pandemic educational situation successfully. The use of PMM  facilitates teachers to teach according to their students' abilities, provides training to improve teacher’s competence, and  engages the community to  build teaching collaborative ecosystem with colleagues. The study discusses the identities represented on Merdeka Mengajar as  official platform to support teacher in implementation of  Merdeka Curriculum. It focuses on the extent to which features available in PMM as Platform provided by government, which correspond to fundamental components of pedagogies. The objectives of the research are : (1) explore the strategies of forming English teacher identities in the  Merdeka Mengajar , and (2) analyse  the offered identities as English Teacher  represented of contents  by using pedagogical  perspective. Qualitative method of the study gathered the data by observing the content of Platform Merdeka Mengajar  including; inspirational videos, self-training, proof of my work, student assessment and teaching devices. The first findings indicates that the identities as English Teacher  formed by (1) providing ideal identities, (2) supporting the needs of teacher, (3) appreciating teacher participation, and (4) involving larger audiences  (colleagues).  The identity of English Teacher represented into the use of (1) purposive diction of the content, (2) various resources, and (3) the interaction of teacher as content maker- audience in the platform. Those can be indicated as the new form of  English teacher identity not only as social identity but also digital identity.  
Saranghaeyo Indonesia: Educational Values, Identity and Languange Preference of Diaspora on Instagram Yuli Ika Lestari; Antonius R. Pujo Purnomo
Jurnal Pendidikan Edutama Vol 11, No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.3632

Abstract

This study focuses on how diaspora show the language practices to build identity, and reflect their educational values in the frame of parenting practices which observed in Instagram. Specifically, two Instagram accounts, @bykikidea and @yooliyaeka were examined. The case study designed to explore the phenomenon, by observing these accounts into two main elements: the context and the content of the posts in Instagram. The exploration of content primarily involved identifying visual and descriptive elements in the Instagram posts of both accounts. The context of language practice focused on understanding the preferences and variations in language usage. The study's findings revealed that the language practice content in the @bykikidea and @yooliyaeka accounts represents Javanese-Indonesia, and Korean cultural identity. The descriptive elements of language indicate the use of a mixture of language of the posts. The context of language practice observed through various themes such as food and culinary activities, pregnancy, family clothing style, infant care practices, early educational activities, and celebration of national holidays or religious celebration. Additionally, the findings suggest the emerge of educational values  through the content and the context of post, such as (1) tolerance, (2) respecting others and  (3) critical  thinking. Those values enriched and strengthen their values of parenting practice.
Co-Authors Antonius Rahmat Pujo Purnomo Johny Alfian Khusyairi