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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 10 Documents
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Search results for , issue "IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022" : 10 Documents clear
CRITICAL THINKING IN ELT: INDONESIAN TEACHERS’ UNDERSTANDING AND PRACTICE TEN YEARS DOWN THE TRACK Maya Defianty; Kate Wilson
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.26673

Abstract

ABSTRACTIt has been over a decade since the Ministry of Education and Culture in Indonesia mandated teachers to foster critical thinking; however, studies document that in Indonesia, students’ critical thinking still lags behind other countries. This condition led us to investigate teachers’ understanding of critical thinking as they hold the central role in promoting it. This qualitative research survey involved 64 English language teachers who had signed up for a webinar about critical thinking. The respondents varied in terms of gender, educational background, and teaching experience. The questionnaire was distributed online, and their participation in filling out the questionnaire was voluntary. Questions were divided into two categories: the respondents’ demographic data, including gender, educational background, and teaching context. The second category focused on teachers’ understanding of critical thinking and its implementation in the classroom context. The study found that teachers do not yet have comprehensive knowledge about critical thinking, and this is reflected in their teaching practice and assessment of students’ critical thinking. Interestingly, the study revealed that only a few teachers realized that their difficulties in promoting critical thinking might derive from their limited understanding about the notion.ABSTRAKSudah lebih dari satu dekade sejak Kementerian Pendidikan dan Kebudayaan di Indonesia mengamanatkan guru untuk meningkatkan kemampuan berpikir kritis; namun, beberapa studi mendokumentasikan bahwa di Indonesia, tingkat kemampuan berpikir kritis siswa masih tertinggal dari negara lain. Kondisi ini mendorong Kami untuk meneliti pemahaman guru tentang berpikir kritis mengingat guru memegang peran penting sentral dalam mempromosikannya. Survei penelitian kualitatif ini melibatkan 64 guru bahasa Inggris yang telah mendaftar untuk webinar tentang berpikir kritis. Responden bervariasi dalam hal jenis kelamin, latar belakang pendidikan, dan pengalaman mengajar. Kuesioner disebarkan secara online, dan partisipasi mereka dalam mengisi kuesioner bersifat sukarela. Pertanyaan dibagi menjadi dua kategori: data demografi responden, termasuk jenis kelamin, latar belakang pendidikan, dan konteks pengajaran. Kategori kedua berfokus pada pemahaman guru tentang berpikir kritis dan implementasinya dalam konteks kelas. Studi ini menemukan bahwa guru belum memiliki pengetahuan yang komprehensif tentang berpikir kritis, dan hal ini tercermin dalam praktik mengajar mereka serta dalam menilai kemampuan berpikir kritis siswa. Salah satu temuan menarik dari penelitian ini adalah hanya sedikit guru yang menyadari bahwa kesulitan mereka dalam mempromosikan berpikir kritis pada siswa kemungkinan besar dikarenakan pemahaman mereka yang terbatas tentang konsep berpikir kritis tersebut.  
ENGLISH BLENDED LEARNING: AN ANALYSIS OF INDONESIAN STUDENTS’ PERCEPTION Aminah Suriaman; Nurgan Tadeko; Konder Manurung; Sriati Usman; Atik Yuliyani
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.26787

Abstract

ABSTRACTThe study attempted to analyze the students of Tadulako University's perspective toward blended learning instruction in English teaching. The study employed a quantitative approach using a longitudinal survey design. 48 English department students in the fourth and sixth semesters were selected as the sample of the research using a simple random sampling technique. The data were gained through the questionnaire distributed online and the interview in the face-to-face technique. Data have been analyzed descriptively and inferentially using SPSS Program version 21. The results showed that blended learning through Moodle-based Instruction and face-to-face learning in the classroom was a modern way of learning, convenient to learn English anywhere and anytime. According to most of the respondents, blended learning is the way to enhance their self-directed learning. They can understand the subject well through blended learning, and students feel satisfied using blended learning in English Teaching. It could be concluded that blended learning is helpful to apply in English teaching. The results contributed theoretical and practical information and references to practitioners and researchers in this field of study.                                                                                   ABSTRAK         Penelitian ini mencoba untuk menganalisis perspektif mahasiswa Universitas Tadulako terhadap pengajaran blended learning dalam pengajaran bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan desain survei longitudinal. 48 mahasiswa jurusan Bahasa Inggris semester empat dan enam dipilih sebagai sampel penelitian dengan menggunakan teknik sampel acak secara sederhana. Data diperoleh melalui kuesioner yang disebarkan secara daring dan wawancara dengan teknik tatap muka. Data dianalisis secara deskriptif dan inferensial menggunakan Program SPSS versi 21. Hasil penelitian menunjukkan bahwa blended learning melalui Pembelajaran Berbasis Moodle dan pembelajaran tatap muka di kelas menurut mahasiswa merupakan cara belajar yang modern, nyaman untuk belajar bahasa Inggris dimana saja dan kapan saja. Blended learning menurut sebagian besar responden, adalah cara untuk meningkatkan self-directed mereka dalam belajar, mereka dapat memahami materi pembelajaran dengan baik melalui blended learning, dan siswa merasa puas menggunakan blended learning dalam Pengajaran Bahasa Inggris. Dapat disimpulkan bahwa blended learning berguna untuk diterapkan dalam pengajaran bahasa Inggris. Hasil penelitian ini memberikan kontribusi informasi dan referensi secara teoritis dan praktis kepada para praktisi dan peneliti selanjutnya dalam bidang studi ini.
DISTANCE LEARNING IN THE PANDEMI COVID-19 SITUATION: EFL LEARNING UNDER INDONESIA'S HEALTH PROTOCOL Mohamad Syafri; Saude Saude
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.21045

Abstract

ABSTRACTThe implementation of the Distance Learning policy in all schools in Indonesia due to the Covid-19 outbreak has affected the teaching process. This quantitative research elucidates how EFL teaching and learning cope with the procedure. Two aspects will be illuminated in this research; the first is how schools and teachers prepare for online-based distance learning. The second is how the learning process conducts during the distance learning policy. This research collected data from 167 participants, including vice principals, EFL teachers, IT operators, and students from senior high schools in Palu, Central Sulawesi Provinces. The data was analyzed following the Illuminative Evaluation model by Parlett and Hamilton. The results found that schools and teachers are more well-equipped and prepared than the students. However, some students still face difficulties due to the absence of facilities and geographical situation. In the learning process, more flexible policies in class are still implemented by teachers, especially for students with limited access and lack of affective aspects. ABSTRAKPenerapan kebijakan Pembelajaran Jarak Jauh ke seluruh sekolah di Indonesia akibat wabah Covid-19 berdampak pada proses belajar mengajar. Penelitian kuantitatif ini menjelaskan bagaimana pengajaran dan pembelajaran Bahasa Inggris harus beradaptasi dengan protocol kesehatan. Dua aspek yang disoroti dalam penelitian ini; pertama, bagaimana sekolah dan guru mempersiapkan pembelajaran jarak jauh berbasis online. Kedua, bagaimana proses pembelajaran dilakukan selama penerapan pembelajaran jarak jauh. Penelitian ini mengumpulkan data dari 167 peserta, termasuk wakil kepala sekolah, guru Bahasa Inggris, operator IT, dan siswa dari sekolah menengah atas di Palu, Provinsi Sulawesi Tengah. Data dianalisis dengan model Illuminative Evaluation oleh Parlett dan Hamilton. Hasilnya ditemukan bahwa sekolah dan guru lebih siap dibandingkan dengan siswa. Beberapa siswa masih menghadapi kesulitan karena tidak adanya fasilitas dan situasi geografis. Dalam proses pembelajaran, guru masih harus memberikan kebijakan yang lebih fleksibel di kelas, terutama bagi siswa dengan akses yang terbatas dan aspek afektif yang kurang.
THE USE OF AUTHENTIC MATERIALS IN ONLINE ENGLISH TEACHING: FROM THE LEARNERS’ PERSPECTIVE Gufron Pd. Gufron; Ainul Azmin
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.26504

Abstract

ABSTRACTThe main objective of this study is to explore students' views on English teaching using authentic materials. This research was conducted in an English class where the students are staffs who are lecturers in a private university in Jakarta. An inductive qualitative research method was employed by interviewing five randomly selected respondents after teaching for 15 weeks. The data from the interview were analyzed in three steps; quotation, coding, and thematic analysis using Atlas.ti. The data analysis results showed that using authentic materials was more interesting and impressive than the ones that were not authentic and not related to the students' subject matter. Using authentic material also increases students' interest in speaking more because the topics discussed are related to students' real world. Besides, this method can increase interest in reading because students are familiar with vocabularies that are related to their majors. However, this method is not suitable for applying in a classroom where students are from different majors.ABSTRAKTujuan dari penelitian ini adalah untuk mengeksplorasi pandangan siswa tentang pengajaran bahasa Inggris menggunakan bahan ajar yang otentik. Penelitian ini dilakukan di kelas Bahasa Inggris dimana mahasiswanya adalah staf pengajar di salah satu perguruan tinggi swasta di Jakarta. Metode penelitian kualitatif digunakan dengan mewawancarai lima responden yang dipilih secara acak setelah mengikuti pembelajaran selama 15 minggu. Data dari wawancara dianalisis menggunakan Atlas.ti. Hasil analisis data menunjukkan bahwa penggunaan materi autentik lebih menarik dan mengesankan dibandingkan dengan menggunakan materi ajar yang umum yang tidak berkaitan dengan real-life siswa. Menggunakan materi autentik juga meningkatkan minat siswa untuk berbicara lebih aktif di ruang kelas karena topik yang dibahas berkaitan dengan jurusannya. Selain itu, metode ini dapat meningkatkan minat baca karena siswa terbiasa dengan kosa kata yang berhubungan dengan disiplin ilmunya.  
“ELSA SPEAK” IN AN ONLINE PRONUNCIATION CLASS: STUDENTS’ VOICES Rolisda Yosintha; Agnira Rekha
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.23033

Abstract

ABSTRACTDeveloping productive skills such as pronunciation requires more than just comprehension. Students should have ample opportunities to practice their knowledge. With the strike of Covid-19 that has abruptly shifted learning from offline to an online setting, lecturers have tried to employ technologies such as Elsa Speak in teaching pronunciation online. With the rising popularity of this application, there should be a study investigating how the students perceive Elsa Speak in online pronunciation learning. To do so, this present study employed a mixed-method approach to know the attitudes of 112 English Department students toward Elsa Speak used in their online pronunciation class. Through an analysis of data collected from questionnaires and interviews, the study found that most participants had a positive attitude toward Elsa Speak concerning its use in their online pronunciation class. Even though there were some negative comments from the participants, the benefits outweighed the downside. To make the integration of Elsa Speak into online pronunciation learning more accommodating to students’ needs, lecturers could take some pedagogical measures, such as supplementing the materials provided by Elsa Speak with those from other resources, increasing their involvement during the learning process, and promoting collaborative activities. ABSTRAKMengembangkan keterampilan produktif seperti pengucapan membutuhkan lebih dari sekedar pemahaman. Siswa harus diberi banyak kesempatan untuk mempraktikkan pengetahuan mereka. Dengan adanya wabah Covid-19 yang mengubah sistem pembelajaran dari luring ke daring, dosen menggunakan teknologi seperti Elsa Speak dalam mengajar mata kuliah pengucapan secara daring. Dengan meningkatnya popularitas dari aplikasi ini, harus ada penelitian yang menyelidiki bagaimana persepsi siswa tentang Elsa Speak dalam pembelajaran pengucapan secara daring. Penelitian ini menggunakan pendekatan metode campuran untuk mengetahui sikap 112 mahasiswa Jurusan Bahasa Inggris terhadap Elsa Speak yang digunakan di kelas pengucapan daring mereka. Melalui analisis data yang dikumpulkan dari kuesioner dan wawancara, peneliti menemukan bahwa sebagian besar mahasiswa memiliki sikap positif terhadap Elsa Speak terkait penggunaannya di kelas mereka. Meskipun terdapat beberapa komentar negatif dari partisipan, manfaat Elsa Speak lebih besar daripada kerugian yang ditimbulkan. Supaya integrasi Elsa Speak ke dalam pembelajaran pengucapan secara daring lebih mengakomodasi kebutuhan mahasiswa, dosen dapat mengambil beberapa langkah pedagogis, seperti menggunakan materi tambahan untuk memberi variasi terhadap materi yang disediakan oleh Elsa Speak, meningkatkan keterlibatan dosen selama proses pembelajaran, dan mengimplementasikan kegiatan pembelajaran yang kolaboratif.
THE REPRESENTATIONS OF CHARACTER EDUCATION VALUES IN ENGLISH TEXTBOOK WHEN ENGLISH RINGS A BELL Brenda Khanadi; Ni Komang Arie Suwastini; Kadek Eva Krishna Adnyani; Ni Luh Putu Sri Adnyani; I Gusti Agung Sri Rwa Jayantini
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.26649

Abstract

ABSTRACTThe present study analyzed the representations of the Five Core Values of character education recommended by the Indonesian Ministry of National Education in 2017 into a national English Textbook for 7th Grade, entitled When English Rings a Bell. The present study was qualitative research, which conducted the data classification, data display, and conclusion drawing concurrently and repeatedly, while the whole process is always compared with the data collection. The study revealed that the book investigated represents all five core values: religiosity, nationalism, independence, cooperation, and integrity. Religiosity and nationalism were the two values most cultivated in the textbook, while integrity is represented more infrequently, and cooperation value is sparsely presented. These findings imply that the imbalanced representation of the five core values in the textbook investigated could negatively affect the students’ character building. Thus, the present study recommends teachers use this textbook to design activities that call for cooperation and integrity values, so the students’ character building at school can be more balanced. ABSTRAKPenelitian ini mencermati representasi Lima Nilai Utama Pendidikan Karakter yang direkomendasikan Kementrian Pendidikan dan Kebudayaan pada 2017 ke dalam buku teks Bahasa Inggris untuk Kelas VII berjudul When English Rings a Bell. Kajian ini dirancang sebagai penelitian kualitatif deskriptif, dimana  kategorisasi data, pemaparan data, dan penarikan kesimpulan dilakukan bersamaan dan berulang, serta selalu dibandingkan dengan proses dan hasil pengumpulan data. Ditemukan bahwa buku teks yang dikaji mengandung representasi kelima nilai utama pendidikan karakter yang direkomendasikan kementrian: religius, nasionalis, mandiri, gotong royong, dan integritas. Nilai religius dan nasionalis adalah dua nilai yang paling sering dihadirkan, sementara intgritas dihadirkan cukup sering dan nilai gotong royong merupakan nilai yang paling jarang.  Temuan ini menunjukkan bahwa ada ketidakseimbangan dalam representasi kelima nilai utama pendidikan karakter dalam buku teks yang dikaji, yang dapat berimplikasi negative pada pengembangan karakter anak. Untuk itu, penelitian ini menyarankan agar guru mengimbangkan ketimpangan pada buku teks ini dengan merancang kegiatan-kegiatan yang mengembangkan nilai gotong royong dan integritas sehingga usaha penguatan karakter siswa dapat berlangsung dengan lebih baik dalam pembelajaran di sekolah.  
GENDER DIFFERENCES IN THE STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) Serliah Nur; Faidah Yusuf
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.25671

Abstract

ABSTRACTThis research investigates the learning strategies used by English as a foreign language (EFL) students and gender differences in the strategy inventory for language learning (SILL) in Indonesia. To gather the data, this study employed quantitative descriptive methods with a Google form-based questionnaire involving 110 college students, and the data were analysed using SPSS 25. The fifty items of the questionnaire were divided into six strategies: memory strategy, cognitive strategy, metacognitive strategy, compensation strategy, emotion strategy, and social strategy. Findings of the study indicate that the students use all the strategies in learning English, and all these strategies are in a high level of use except for memory strategy which is in a moderate level. Gender differences data show that most male students preferred the social strategy (36%), whereas most female students preferred metacognitive strategy (56.47%) suggesting that male and female students have different learning styles. The results of this research shed light on the importance of raising teachers’ awareness of their students’ diversity in learning strategies. Thus, teachers should improve their repertoire of teaching techniques and strategies to meet students’ different learning styles in the classroom. ABSTRAKPenelitian ini menyelidiki strategi pembelajaran yang digunakan oleh siswa bahasa Inggris sebagai bahasa asing (EFL) dan perbedaan gender dalam inventarisasi strategi untuk pembelajaran bahasa (SILL) di Indonesia. Untuk mengumpulkan data, penelitian ini menggunakan metode kuantitatif dengan kuesioner berbasis Google form yang melibatkan 110 mahasiswa, dan data dianalisis menggunakan SPSS 25. Lima puluh item kuesioner dibagi menjadi enam strategi: strategi memori, strategi kognitif, strategi metakognitif. strategi, strategi kompensasi, strategi emosi, dan strategi sosial. Temuan penelitian menunjukkan bahwa siswa menggunakan semua strategi dalam belajar bahasa Inggris, dan semua jenis strategi berada di tingkat tinggi kecuali strategi memori yang berada di tingkat sedang. Data perbedaan gender menunjukkan bahwa sebagian besar siswa laki-laki lebih menyukai strategi sosial (36%), sedangkan sebagian besar siswa perempuan lebih menyukai strategi metakognitif (56,47%) menunjukkan bahwa siswa laki-laki dan perempuan memiliki gaya belajar yang berbeda secara signifikan. Hasil penelitian ini menyoroti pentingnya meningkatkan kesadaran guru tentang keragaman siswa mereka dalam strategi pembelajaran. Dengan demikian, guru harus meningkatkan repertoar teknik dan strategi pengajaran mereka untuk memenuhi gaya belajar siswa yang berbeda di kelas.  
STUDENTS' DESCRIPTIVE WRITING PERFORMANCES IN ONLINE ENGLISH LANGUAGE CLASSROOM Farida Hamid; Siti Zulfa; Tungky Ariwibowo; Nida Husna; Didin Nuruddin Hidayat
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.24498

Abstract

ABSTRACTDuring the Covid-19 situation, the online classroom activities assist teachers and students in achieving the learning objectives. The objectives of this study were to know students' performances and obstacles in the online descriptive writing English language classroom. The qualitative method was used as the research design. The data were collected through open-ended questionnaires, semi-interviews, and documents. The study involved one teacher and 30 students in senior high school through purposive sampling. The results indicated that students' performances were mostly good in the online descriptive writing learning activities following their high motivation and great attitude to participate in the online classroom. However, some problems persisted, such as a lack of vocabulary and confusion in generic structure text and grammatical use. In addition, the internet connection has become the main problem supporting students' performance during online classroom activities. Hence, adding more supporting and proper activities that can be applied online is needed. ABSTRAKSelama Covid-19, kegiatan kelas online membantu guru dan siswa untuk mencapai tujuan pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui kinerja siswa dan hambatan dalam menulis deskriptif online kelas bahasa Inggris. Metode penelitian yang digunakan adalah metode kualitatif. Pengumpulan data dilakukan melalui angket terbuka, semi wawancara, dan dokumen. Penelitian ini melibatkan satu orang guru dan 30 siswa SMA melalui purposive sampling. Hasil penelitian menunjukkan bahwa kinerja siswa sebagian besar baik dalam kegiatan pembelajaran menulis deskriptif online karena motivasi tinggi dan sikap mereka yang baik untuk berpartisipasi dalam kelas online. Namun, beberapa masalah masih tetap ada seperti kurangnya kosa kata dan kebingungan dalam memahami struktur teks umum dan penggunaan tata bahasa. Selain itu, koneksi internet menjadi kendala utama untuk menunjang kinerja siswa selama kegiatan kelas online. Oleh karena itu, sangat penting untuk menambah lebih banyak kegiatan yang mendukung dan tepat yang dapat diterapkan melalui online sangat diperlukan.  
EXPLORING EFL TEACHER’S AND STUDENT’S CHALLENGES IN REMOTE LEARNING CONTEXT IN TABANAN, BALI Hery Santosa; I Gede Putu Dharma Dewangga Putra; Ni Putu Astiti Pratiwi
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.22744

Abstract

ABSTRACTThis descriptive qualitative study aimed to investigate the challenges faced by and strategies used by EFL teachers and students to cope with the challenges in implementing online remote learning. A public school in Tabanan was chosen as the setting of the study, with a teacher and five students as the subjects based on two criteria, namely activeness, and participation. The data were collected through observations and interviews to determine the challenges and the strategies used by the teacher and the students. The data were analyzed by using Interactive Model Analysis. The results indicated that the challenges the teacher and the students faced were mainly related to the platforms being used and the network connection. However, the teacher also faced a prominent challenge related to the student's motivation in learning. Several strategies were used by the teacher and the students, mainly solving the issue related to the network connection. The study results indicated the need for proper infrastructure and the teacher’s ability to support remote learning. ABSTRAKStudi kualitatif deskriptif ini bertujuan untuk menyelidiki tantangan yang dihadapi oleh guru dan strategi yang digunakan baik oleh guru maupun siswa pembelajar Bahasa Inggris sebagai Bahasa asing dalam mengatasi tantangan dalam pelaksanaan pembelajaran jarak jauh. Sebuah sekolah negeri di Tabanan dipilih sebagai latar studi ini, dengan seorang guru dan lima siswa sebagai peserta dalam penelitian ini dengan mempertimbangkan kriteria yaitu: keaktifan dan partisipasi. Data dikumpulkan melalui observasi dan wawancara untuk mengetahui tantangan dan strategi yang digunakan oleh guru dan siswa. Data dianalisis dengan menggunakan analysis model interaksi (Interactive Model Analysis). Hasil penelitian menunjukkan bahwa tantangan yang dihadapi oleh guru dan siswa sebagian besar terkait dengan platform yang digunakan dan koneksi jaringan. Namun, guru juga menghadapi tantangan yang menonjol terkait motivasi siswa dalam belajar. Ada beberapa strategi yang digunakan oleh guru dan siswa terutama untuk menyelesaikan masalah yang berkaitan dengan koneksi jaringan. Hasil penelitian menunjukkan perlunya infrastruktur yang layak dan kemampuan guru untuk mendukung pembelajaran jarak jauh.  
THE VULNERABILITY OF NOVICE EFL TEACHERS IN FORMAL AND NON-FORMAL TEACHING ENVIRONMENT Erina Andriani; Concilianus Laos Mbato
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.22473

Abstract

ABSTRACTStudies have investigated teacher vulnerability and its relation to teacher identity construction. Teacher vulnerability may emerge from internal and external conflicts based on teachers’ experiences. Though studies covered internal and external challenges for teachers, they rarely compared the academic environment aspect. This research intended to see if environment variables as external factors caused different experiences and vulnerabilities in novice EFL teachers. Therefore, this research aimed to determine if the different academic environments in formal and non-formal settings posed distinct challenges for novice EFL teachers. This study used narrative inquiry with a reflection and interview to gather the data. The participants were four novice EFL teachers: two teachers from formal education (FE) and non-formal education (NFE). The results showed that FE and NFE teachers shared some challenges, including student participation and classroom management, that led to vulnerability. Still, FE and NFE teachers also shared their distinct challenges. The teachers had similar strategies to cope with their vulnerability, but FE and NFE teachers employed additional strategies to face their distinct challenges. This study may help teachers consider different teaching environments for identifying and overcoming vulnerability. ABSTRAKBanyak studi telah meneliti kerentanan guru dan relasinya dengan pembentukan identitas guru. Kerentanan guru dapat tumbuh dari pertentangan internal dan eksternal, berdasarkan pengalaman para guru. Walau banyak studi telah mempelajari tantangan internal dan ekternal guru, namun belum banyak studi yang membandingkan aspek lingkungan akademik. Penelitian ini bertujuan untuk melihat apakah variabel lingkungan sebagai faktor eksternal menyebabkan perbedaan pengalaman dan kerentanan bagi guru Bahasa Inggris pemula. Maka dari itu, penelitian ini bertujuan untuk melihat apakah lingkungan akademik formal dan non-formal yang berbeda memberikan tantangan yang berbeda bagi guru Bahasa Inggris pemula. Penelitian ini menggunakan penelitian naratif dengan refleksi dan wawancara untuk mengumpulkan data. Responden studi ini adalah empat guru Bahasa Inggris pemula, dua orang dari pendidikan formal (PF) dan dua orang dari pendidikan non-formal (PNF). Hasil penelitian menunjukkan bahwa guru pendidikan formal dan non-formal mengalami berbagai tantangan serupa, seperti partisipasi siswa dan manajemen kelas, yang merujuk pada kerentanan guru, namun guru PF dan PNF juga mengalami tantangan yang berbeda. Untuk mengatasi kerentanan mereka, guru juga menerapkan strategi yang serupa, namun guru PF dan PNF juga menerapkan beberapa strategi yang berbeda dalam mengatasi tantangan. Penelitian ini dapat membantu para guru untuk mempertimbangkan lingkungan mengajar yang berbeda dalam mengidentifikasi dan mengatasi kerentanan.

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