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All Journal Language Circle : Journal of Language and Literature International Journal of Education Indonesian JELT IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Foreign Language Teaching and Learning International Journal of Humanity Studies (IJHS) IJIET (International Journal of Indonesian Education and Teaching) Journal Of English Language and Education LLT Journal: A Journal on Language and Language Teaching Indonesian Journal of Information System ELS Journal on Interdisciplinary Studies in Humanities Lectura : Jurnal Pendidikan Journal of Educational Research and Evaluation JETL (Journal Of Education, Teaching and Learning) JOURNEY : Journal of English Language and Pedagogy PROJECT (Professional Journal of English Education) Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya ELTR Journal Journal of Education Research Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Academic Journal Perspective : Education, Language, and Literature JEELS (Journal of English Education and Linguistics Studies) Language Circle : Journal of Language and Literature

Markus Budiraharjo

Universitas Sanata Dharma

Author-ID : 615976

Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Title

ENGLISH TEACHER IDENTITY IN THE CONTEXT OF ZONING POLICY IMPLEMENTATION Hapsari, Anita Galuh Sri; Budiraharjo, Markus
Journal of Education Research and Evaluation Vol 3, No 4 (2019)
Publisher : LPPM Undiksha

Teacher identity still remains an important topic to discuss in education because it shows teachers? personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students? characteristics in high and low-performing schools. Secondly, teachers? maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects

English Teacher Identity in The Context of Zoning Policy Implementation Hapsari, Anita Galuh Sri; Budiraharjo, Markus
Journal of Education Reseach and Evaluation Vol 3 No 4 (2019): November
Publisher : LPPM Undiksha

Teacher identity still remains an important topic to discuss in education because it shows teachers’ personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students’ characteristics in high and low-performing schools. Secondly, teachers’ maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects

Co-Authors Agnes Maria Polina Agustinus Triwinanta Albertus Yordhana Arsanto Aletheia Ajeng Priskananda Ali Djamhuri Anastasia Nelladia Cendra Arima Renny Dayu Putri Bram, Barli Erina Andriani Happy Indriyono Hapsari, Anita Galuh Sri Hari Suparwito Kartikasari, Anita Ke Lomi, Aplonia Nelci Kresnawaty, Novy Mawarni, Angelina Kusuma Jelita Natalie, Regina Yoantika Nernere, Regina Putri Ouda Teda Ena Putri, Maria Nirmala Rahmadhani, Devy Yuniastuti Ratri, Ayu Septiana Purwani, Ratna Sutono, Aditya Agung Teofanne Nurinik Wea Viska Violita Wahyuni, Hanna Irma Yulius Nahak Zheng , Maogui

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