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p-Index From 2021 - 2026
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This Author published in this journals
All Journal English Review: Journal of English Education IRJE (Indonesian Research Journal in Education) Journal of English Education and Teaching (JEET) JPP (Jurnal Pendidikan dan Pembelajaran)
Pelawi, Muhammad Arifin
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Unveiling Teachers’ Perception: Cultural Influences on Educators' Decision-Making in High-Stakes Exams Puspitasari, Maya; Pelawi, Muhammad Arifin
JPP (Jurnal Pendidikan dan Pembelajaran) Vol 30, No 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um047v30i22023p82-90

Abstract

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.  
English High-stakes Testing in Indonesia: Friend or Foe? Puspitasari, Maya; Pelawi, Muhammad Arifin
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1071-1084

Abstract

The Education Ministry has eliminated standardised high-stakes testing called Ujian Nasional (UN) since 2021 throughout schools all around Indonesia. However, it might be practical to look backwards at the UN and its implementation with the impact it gives on the teachers. This article has a concern about the washback consequences of a high-stakes exam on teachers. The effects were investigated within the specific context of the 2016 UN for students in Indonesia at the junior secondary level. A semi-structured interview with eight English teachers was set up to explore the teachers' perceptions towards the UN. Regarding feelings, all participants shared divergent feelings ranging from disinterested to excessive levels of fear or anxiety and mixed feelings. The data also showed mixed opinions, both positive and negative, regarding the examination. The students were thought to be motivated to study because the examination was used for selection purposes. The results did, however, also imply that the students' performance on the national exam was thought to have been assessed unfairly. The instructors demonstrated how the exam affected their teaching roles and methods. Making the national exam a low-stakes test was one of the suggestions made by attendees to enhance it.
Implementing Technology in English Language Learning: Friend or Foe Puspitasari, Maya; Juhana; Pelawi, Muhammad Arifin
Indonesian Research Journal in Education |IRJE| Vol. 7 No. 1 (2023): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v7i1.23868

Abstract

Nowadays, foreign language education relies heavily on digital technology. A growing emphasis on 21st-century skills and massive technological advancements raise more concerns than ever about the competency of English as Foreign Language (EFL) teachers. This study aimed to investigate the level of digital technology readiness among EFL teachers in Indonesia and respondents’ experiences in implementing technology in the education curriculum in Indonesian schools. A quantitative survey of 90 teachers was conducted to observe the teachers’ perceptions and experiences with technology. The study showed that technological advancement has helped teachers teach the English language. The respondents believed that technology could improve the students’ English skills, including speaking, listening, reading, writing, pronunciation, and grammar. This study provided the teachers' perception of the value of using technology in English language learning.
CHALLENGES IN FORMATIVE ASSESSMENT IMPLEMENTATION FOR ENGLISH LANGUAGE INSTRUCTION Puspitasari, Maya; Pelawi, Muhammad Arifin
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8853

Abstract

We investigated how the Covid-19 pandemic affected formative assessment in English subjects in Indonesian junior and senior secondary schools in this study. Teachers' perceptions of their formative assessment practices at Indonesian schools is the main object of the study. This study studied formative assessment in English teaching in Indonesia in emergency remote teaching. Data was collected using open-ended questionnaires, which were then distributed via the WhatsApp group to 82 English teachers across the country. The respondents were English teachers from various Indonesian junior and secondary schools. This research was divided into four sections: (1) technique, (2) integrity, (3) media used, and (4) challenges. In this study, the majority of teachers believed that face-to-face instruction could provide better formative assessment than online learning. They could use more techniques, be more confident in the outcome, have more media, and face fewer challenges. Because of a lack of infrastructure and media, including internet access, in Indonesia, assessment practises during online learning had deteriorated. The findings suggested that the participating teachers found formative assessment via online learning to be distressing.
Co-Authors Juhana Maya Puspitasari, Maya