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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi ELTIN Journal: Journal of English Language Teaching in Indonesia Indonesian Journal of Learning Education and Counseling Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Budimas : Jurnal Pengabdian Masyarakat English Journal Journal Corner of Education, Linguistics, and Literature Journal of Social Research International Journal of Education and Teaching Zone International Journal of Educational Practice and Policy Indonesian EFL Journal JPP (Jurnal Pendidikan dan Pembelajaran)
Maya Puspitasari
Universitas Terbuka, Indonesia
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Parents’ Perceptions of Native and Local English Teachers for Young Learners in A Private English Institution in Jabotabek Areas in Indonesia Agus Haris Munandar; Maya Puspitasari; Milawati Milawati
Journal of Social Research Vol. 5 No. 8 (2026): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i8.3341

Abstract

This study investigates parents’ perceptions of Native English Teachers (NETs) and Local English Teachers (LETs) who teach young learners aged 3 to 12 at a private English language institution across the Jabotabek region of Indonesia. Using an explanatory sequential mixed-methods design, the study analyzed secondary survey data from 504 parents and conducted semi-structured interviews with 11 purposively selected participants. The quantitative findings revealed that 83.9% of respondents considered NETs important for their children's English education, with increased learner motivation (62.2%) and improved speaking proficiency (56.5%) identified as the primary reasons. Qualitative findings indicated that parents associated NETs with stronger linguistic competence while recognizing LETs for their pedagogical strengths, including effective instructional scaffolding, cultural understanding, and age-appropriate classroom management. The study identified personal experience, institutional marketing practices, and the ideology of native-speakerism as key sociocultural factors shaping parental preferences. A notable contradiction emerged regarding first-language use: although parents valued LETs' ability to use Bahasa Indonesia to clarify difficult concepts, they also perceived this practice as reducing learners' exposure to English. Overall, the findings suggest that parental preferences reflect a complex interaction among linguistic bias, perceived motivational value, and sociocultural influences, with native-speakerism remaining a dominant, yet nuanced, factor in Indonesia's private English as a Foreign Language (EFL) sector.
Unveiling Teachers’ Perception: Cultural Influences on Educators' Decision-Making in High-Stakes Exams Maya Puspitasari; Muhammad Arifin Pelawi
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 30 No. 2 (2023)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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This study analyses the diverse motives of educators entering the teaching profession and their impact on pedagogical decisions during high-stakes exams. Semi-structured interviews with eight participants (six male and two female teachers) from secondary schools in Kabupaten Bandung, Jawa Barat, Indonesia, lasted up to forty minutes. These interviews aimed to elicit insights into the participants' beliefs on their professional calling.Three key themes emerged from the interviews' thematic analysis: the trajectory of a teacher's personal history, the influential role of degree choice, and the weight of accountability. Furthermore, the findings highlighted how gender identity not only influenced the teachers but also echoed across their familial spheres, guiding them towards a profession in education.This investigation underlined the critical significance of cultural beliefs in developing educators' motivations, which serve as the foundation of their professional identity. As a result, this identification has a substantial impact on their pedagogical practises in the classroom, particularly when confronted with the demands imposed by high-stakes exams. This study sheds insight into the intricacies underpinning educators' decision-making processes, particularly in circumstances typified by rigorous assessments, by providing a comprehensive view of the delicate interplay between cultural factors, individual motives, and professional practice.
Educational Service Quality in Postgraduate Distance Education: Evidence from Indonesia Siti Julaeha; Kristanti Ambar Puspitasari; Maya Puspitasari
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.840

Abstract

The post-pandemic expansion of digital learning has intensified competition among open and distance learning (ODL) institutions, making educational service quality essential for enhancing student learning experiences. Despite extensive research on service quality in higher education, limited evidence explains how postgraduate students prioritise service improvements in blended ODL environments. This study identifies the educational service attributes that postgraduate students consider most important, evaluates institutional performance, and prioritises improvement areas at Universitas Terbuka (UT), Indonesia. A cross-sectional survey of 345 postgraduate students assessed 78 indicators across the five SERVQUAL dimensions. Data were analysed using descriptive statistics, importance performance gap analysis, and Importance Performance Analysis (IPA). Results showed that perceived performance (M = 3.59) consistently fell below importance (M = 3.75), indicating unmet student expectations. Responsiveness exhibited the largest performance gap (0.26), while eight attributes, primarily related to tutor and administrative responsiveness, were identified as priorities for improvement. The largest gaps were found in the timeliness of grading and feedback, demonstrating that IPA quadrants alone may overlook critical service priorities. By combining IPA with ranked gap analysis, this study offers a more robust approach to prioritising service improvements and provides practical guidance for enhancing educational service quality and student learning experiences in postgraduate distance education.
Co-Authors Agus Haris Munandar Amalia Sapriati Ardiasih, Lidwina Sri Bachtiar Bachtiar Bachtiar Mpd Bachtiar Citra Amitiurna Fitria Amastini Heri Kuswoyo Juhana Juhana Juhana Juhana Juhana Juhana Milawati Milawati Milawati Monika Handayani Muhammad Arifin Pelawi Muhammad Arifin Pelawi Nuraziza Aliah Oktosi Oktosi Puspitasari, Kristanti Ambar Putu Hangga Nan Prayoga Siti Julaeha Suparti UMMI RASYIDAH Welya Roza Widya Rizky Pratiwi Widya Rizky Pratiwi, Widya Rizky Zuhairi, Aminudin