Classrooms In Indonesia Research Articles

Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools

Background: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery. Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives. Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias. Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perceptions

CODE-SWITCHING PRACTICES IN ENGLISH LANGUAGE PEDAGOGY: CLARITY ENHANCEMENT IN INDONESIAN EFL EDUCATION

This study investigates the impact of code-switching on communication clarity in an EFL classroom in Indonesia. Data were collected through one classroom observation and interviews with one teacher and three students at a senior high school in Surakarta. Results indicate that code-switching significantly enhances communication clarity, boosting students' confidence and interest in the EFL classroom. The finding highlights the necessity for EFL teachers to incorporate code-switching strategies for effective communication and language learning activity.

Differentiated Assessment In EFL Classroom in Indonesia: Prospects and Challenges

Differentiated Assessment In EFL Classroom in Indonesia: Prospects and Challenges

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

<p style="text-align:justify">This study sheds light on perceptions and attitudes toward obtaining competency of English teachers at Senior High Schools regarding the integration of Internet, communication, and technology (ICT) in the English classroom in Indonesia. The research involved 113 English teachers from 11 different sub-districts in Riau Province-Indonesia, and data were collected through online questionnaires utilizing Google Forms. Quantitative data were analyzed using SPSS 24.0, while qualitative data were analyzed using a three-stage analysis involving data reduction, data display, and verification. The study’s findings revealed positive perceptions and favorable attitudes toward the integration of ICT in EFL classrooms. Importantly, EFL teachers’ competency in ICT significantly influenced their teaching performance. Qualitative insights highlighted obstacles faced by English teachers, such as limited internet networking and inadequate facilities, impacting their experiences due to the absence of ICT training and socialization from schools. Based on the findings, there is an urgent need to address challenges faced by teachers in rural areas, emphasizing the pivotal role of ICT for effective teaching and learning in EFL classrooms.</p>

UTILIZING TRANSLANGUAGING IN TEACHING ESP TO CULINARY ART STUDENTS IN INDONESIA: CHALLENGES AND EFFORTS

Translanguaging is a pedagogical strategy that can be used to assist students in understanding the material in the classroom and this strategy plays an important role for teachers in conducting classes of English for specific purposes (ESP) in culinary art classrooms. The study was conducted to examine translanguaging utilization in teaching ESP for culinary art students and find out the challenges and effort that teachers have in the classroom. The research used a case study in a culinary art classroom of Almansyuriyah Vocational School at Tangerang and descriptive analysis was used to analyse data that has been collected through classroom observation and interview with a teacher and 20 students. The result explained that utilizing translanguaging in the classroom raises students’ understanding of the material given because students can use the home language (L1) to understand the context and elaborate on the target language. Finally, Translanguaging as a pedagogical strategy can be utilized to assist students in understanding English for specific purposes in culinary art classrooms in Indonesia.

A study on how the Merdeka curriculum promotes multilingualism in Indonesian ELT classrooms

This study investigates the teachers’ perspective, the implementation process, and the effects of the Merdeka curriculum on promoting multilingualism in ELT classrooms in Indonesia. This study utilized a qualitative research design, explicitly a case study approach. This study has two samples selected through purposeful sampling by the researchers. The research employs in-depth interviews, field notes, and documentation as its primary instruments. This study demonstrated that adopting the Merdeka curriculum was transformative and empowering, as evidenced by participants’ experiences and prior knowledge. The perception of the Merdeka curriculum implementation was based on various factors such as content, differences, reactions, expectations, advantages, disadvantages, supports, and hindrances. In supporting multilingualism, the process in the school began with the principal’s initiation, followed by training to comprehend the curriculum. Subsequently, each set of materials was developed, and the learning and assessment principles were implemented to achieve the Pancasila student profiles. As a result of this curriculum, teachers have become more flexible and put in more effort to cater to students’ preferences. After that, students exhibit heightened confidence, ingenuity, and engagement in the learning process, so availing themselves of increased opportunities for self-exploration. Through implementing the Merdeka curriculum, the promotion of multilingualism in the classroom has many advantages, including enhancing the well-being of students, encouraging intercultural perspectives within the classroom, and placing value on all languages in the classroom.

Building resilience beyond the COVID-19 pandemic: can it work through creative play with digital puzzles?

The COVID-19 pandemic worldwide has had significant repercussions for early childhood education. In this article, we begin by discussing the impact of a world health pandemic on education and the challenges of conducting a literature review following the COVID-19 pandemic. Specifically, we examine the challenges of conducting a literature review on building resilience in young children in the digital era. The four sections categorize the resilience literature into the following themes: (1) defining resilience in young children, (2) powerful play for resilience in young children beyond the COVID-19 pandemic, (3) creative play building resilience in young children, and (4) digital puzzles for resilience: the case of early childhood classrooms in Indonesia. Each of the four themes is presented with a narrative whose content is current, followed by a literary consensus. The article ends with changes to build resilience in young children using creative play through digital puzzles. Digital puzzles as media for creative play support young children in developing skills that will make them happier and more resilient in overcoming daily hardships. Young children can become individuals who successfully face daily hardships creatively to reconstruct themselves after experiencing bad conditions due to the COVID-19 pandemic.

Beyond the Classroom in Indonesia: How Organizational Support Shapes Academic Stress and Emotional Wellness

In the era of modern education characterized by technological developments, understanding the factors that affect the academic load and emotional well-being of lecturers and students is very important. This study explores the impact of organizational support, time flexibility, and technological adaptation on the academic load and emotional well-being of lecturers and students in the college environment. Data was collected through an online questionnaire from 120 respondents, consisting of 92 female and 28 male respondents. Meanwhile, from the point of view of time flexibility, as many as 60 respondents came from universities that apply time flexibility. In comparison, the other 60 respondents came from universities that do not apply time flexibility. The data analysis technique used in this study is Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The analysis results show that high awareness and understanding of lecturers and students on academic load is the main factor that eliminates the significant influence of variables such as organizational support, time flexibility, and technological adaptation to academic load. Nonetheless, the focus of the study shows that organizational support, technological adaptation, and academic load significantly influence emotional well-being. A deep understanding of the relationship between these variables can assist universities in creating an academic environment conducive to the development and well-being of the academic community.

Introducing the PETaL approach in ECE classrooms in Indonesia

The study explores the implementation of the PETaL approach as a strategy to cultivate Intercultural Education (IE) in Early Childhood Education (ECE) in Indonesia through the lens of kindergarten teachers. The study implemented Mixed Methods Approach (Creswell & Clark, 2017) to provide reliable data about how the PETaL approach is perceived by teachers, and how it is actually being executed in the ECE context in Indonesia. The implementation included four hours of interventions to train participating teachers about Intercultural Education and a thorough introduction to the PETaL approach. This study used interviews and semi-structured observations as the instruments of the research. The data analyzed reported positive feedback from kindergarten teachers regarding the implementation of the PETaL approach in the Indonesian context. In accordance to how this approach has been applied, the study reported medium to high success rate in the application of the PETaL approach as the mean value showed 1,21 out of 2 in average with moderate to high variations. Conclusions indicate that the PETaL approach had been applied well by participating teachers of ECE in Indonesia, adhering coherently to its principles. Nevertheless, further training and continuous guidance are needed to improve the pertinence level of implementation in the Indonesian context.

The Current Development of Flipped Classroom Research Publications in Indonesia: A Bibliometric Mapping

Due to the rapid spread of flipped classroom studies for the past few years, a literature study focusing on the trends and directions of its research become important. This article attempts to identify the current state and direction of Scopus-indexed publications regarding flipped classroom in Indonesia. Bibliometric analysis (Donthu et al., 2021) was utilized to examine 53 papers extracted from Scopus database that published from 2017 until 2023. By employing Harzing’s Publish or Perish and VOSviewer software, this study examined the trends in flipped classroom publication including the documents by year and citation structure, prolific author, most cited publications, document types, publication by source titles, publication by institution. Next, intellectual interactions illustrated by co-authorships, and co-occurrence were also identified. One of the significant findings revealed that there was the slowly increased of flipped classroom publication and the decrease of citations. The findings presented in the study may be a caution for researchers to continuously maintain and boost publication productivity, and explore research methodologies that have been unexplored.

Translanguaging Practices in Tertiary Context EFL Classrooms in Indonesia

The phenomenon of code-switching, or translanguaging, has evolved within the field of linguistics, particularly in the context of bilingualism. Researchers have explored the use of the first language (L1) in second language (L2) classrooms from various perspective. This study explores students’ attitudes toward using L1 in EFL classrooms and its relationship with translanguaging characteristics, frequency, and factors including proficiency levels and gender. Based on Poplack’s (1980) theory, the study examines how highly language proficient bilinguals engage in translanguaging. This study involves 49 participants from an Indonesian EFL program using a survey-based research design. Data collection methods encompass Likert Scale surveys and open-ended questionnaires. The result reveals that students had positive attitudes toward translanguaging, considering it a natural practice for bilinguals that should be allowed in L2 classrooms. However, the study found that the students showing neutral perceptions that the practice of translanguaging did indicate the students’ lack of linguistics proficiency and gender. This led to the meaning that the statements were true without being influenced with the participants' subjectivity. This study also proves the hypothesis which stated that bilinguals who are highly proficient in both languages (L1 and L2) are generally better at translanguaging.Keywords: EFL classroom; translanguaging; correlation; L1; L2.

Exploring Teachers’ Perceptions of Integrating Multimodal Literacy into English Classrooms in Indonesian Primary Education

Multimodal literacy is seen as an integral part of 21st century learning since children are growing withvarious modes of communication in their daily life. Despite its significance emphasized in the nationalcurriculum, the study about multimodal literacy in English classrooms in Indonesia is still limited. Thisstudy aimed to expose the incorporation of multimodal literacy into English classrooms from the perspectiveof elementary and middle schools’ English teachers across Indonesia. This research was conducted throughan online questionnaire distributed through WhatsApp. There were sixty-one English teachers fromdifferent regions in Indonesia who volunteered to participate. A descriptive qualitative approach was usedto analyze the data to understand teachers’ perspectives and challenges of integrating multimodal literacy inEnglish classrooms. The study revealed that the majority of participants had the awareness of multimodalliteracy in the digital era. Moreover, they held positive attitudes towards the integration of multimodalliteracy in English classrooms even though there were limitations, such as the lack of school facilities,teachers’ understanding in effective strategies and teachers’ skills in using technologies. The teachersalso realized that multimodal literacy has been highlighted in the national curriculum, yet they havenot fully understood the concept of multimodal literacy. This study contributes to the understanding ofmultimodal literacy in English classrooms, that despite the positive attitudes and opportunities to integratemultimodal literacy in English classrooms, there is still a wide area for improvement. Thus, teachers’professional development should promote effective strategies to include multimodal literacy in Englishlanguage classrooms in response to the curriculum reform.

The perspectives of Indonesian teachers toward co-teaching experiences in the inclusive classroom: classroom internal support and instructional goals

ABSTRACT Implementing co-teaching with equal roles and responsibilities between general and special education teachers is one of the keys to establishing successful instruction in inclusive classes. Against the background that the inclusive education system is still developing in Indonesia, we investigated the perspectives of elementary school teachers providing inclusive education who implement co-teaching. We interviewed general education teachers (n = 10) and special education teachers (n = 5) about their experiences with co-teaching in inclusive classrooms. The thematic analysis summarises statements on two main themes: classroom internal support and instructional goals. We see that general and special education teachers have yet to become equal partners in inclusive classes. There needs to be more flexibility in roles and responsibilities between co-teachers as equal partners in collaboration by increasing the professional development of teachers so that learning success is achieved for students in inclusive classrooms in Indonesia.

A comparative study of teaching strategies in inclusive elementary classrooms in Indonesia, Taiwan, Thailand and the USA

A comparative study of teaching strategies in inclusive elementary classrooms in Indonesia, Taiwan, Thailand and the USA

Assessment of Seismic Vulnerability of School Buildings: A case study in Bandung, West Java, Indonesia

Indonesia is an earthquake-prone country. In many earthquakes, school buildings suffer the most damage than other public facilities. In 2020, the conditions of around 70% of 218,234 school classrooms in Indonesia were deteriorating. This contributed to a significant earthquake vulnerability. Limited funding for rehabilitation and renovation became an obstacle to reduce the vulnerability. This study proposed that Rapid Visual Screening (RVS), which is a simple method and has a wide coverage, could be a solution to prioritize building rehabilitation. Bandung, the capital city of the most populated province in Indonesia, has complex earthquake hazard risks, which made it a suitable study area for implementing RVS. This study conducted a seismic vulnerability assessment of school buildings in the city of Bandung, Indonesia. The methodology used is based on Indonesia National Disaster Management Agency (BNPB)’s Regulation No. 4 of 2012 on Rapid Visual Screening (RVS) procedure compared to FEMA 154 RVS procedure with local hazard data and building data. RVS was conducted in total 334 elementary school buildings in 30 districts. The result of the BNPB’s RVS procedure showed an average RVS score (S) of 4.455 where 36.53% buildings were in safe condition and 63.47% buildings required further assessment of the conditions from construction experts. The result of the FEMA 154 RVS procedure showed an average RVS score (S) of 0.905 where 22.16% of the buildings were in high probability of grade 4 damage and 77.84% of the buildings were in high probability of grade 3 damage.

English teachers’ perspectives on the implementation of extensive reading

There needs to be more literature regarding English teachers' perspectives on the actual practice of extensive reading in the classroom in Indonesia. Therefore, a study aimed to investigate the implementation of extensive reading based on the teachers' perspectives. This study employed a qualitative research method as the research design. The participants were two senior high school English teachers and two junior high school English teachers. Interviews were conducted as the data collection and transcribed for the data analysis. The results showed that all English teachers had acknowledged and were well-informed of the benefits of extensive reading. However, half of them projected their positive beliefs through implementing extensive reading in their teaching practice, but the other half did not. The obstacles found in applying extensive reading were the students' need for more interest in reading, their lack of vocabulary mastery, and opposing views toward reading. Therefore, this insight into the study's results has enriched the literature, and the stakeholder of the curriculum should provide support regarding the teachers' concern about implementing extensive reading.
 Keywords: perspective, implementation, extensive reading

The Use of Repair Strategies in the EFL University Classroom During the COVID-19 Pandemic in Indonesia, Algeria, and Iran

This research discusses the variations of repair strategies used by lecturers and students during the online learning process. The aim of the study is to compare repair strategy variations in online learning in the university classroom during the COVID-19 pandemic in Indonesia, Algeria and Iran. The research data are a series of utterances by lecturers and students in online classes, which were collected from video and audio recordings of three different university classroom sessions. The data collection was carried out using record and note techniques. The data were analyzed by applying the theories of Sacks et. al. (2015) & Learner (2004) to describe the variations of repair strategies in the EFL university classroom. The results show that four different variations of repair strategies were used by lecturers and students in EFL university classrooms in Indonesia, Algeria, and Iran: self-initiated self-repair, other-initiated self-repair, self-initiated other-repair, and other-initiated other-repair, with the exception of the EFL university classroom in Indonesia, where other-initiated other-repair was not used, and the most prominent variation was self-initiated self-repair.

THE INTERPLAY OF TEACHERS’ BELIEFS, ATTITUDES, AND THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN EFL CONTEXTS

The aims of this study were to examine the relationship between teachers’ beliefs and attitudes about differentiation and the implementation of this approach in English as Foreign Language (EFL) classrooms in Indonesia. The study also aimed to examine the impact of these practices on student engagement and motivation. A total of 100 teachers from several different schools participated in the study which were scattered from the major islands in Indonesia, and the data were collected using a self-report questionnaire that was administered online by provided with link. Correlations analysis were conducted to examine the relationships between the variables. The results showed that teachers’ beliefs and attitudes about differentiation had a strong positive correlation with the implementation of this approach in their classrooms (r = 0.75, p 0.001). in addition, professional development in differentiation was positively correlated with teachers’ beliefs and attitudes about this approach (r = 0.65, p 0.001). The results also indicated a strong positive relationship between teachers’ beliefs and attitudes about differentiation and student achievement in EFL classrooms (r = 0.80, p 0.001). These findings suggest that teachers’ beliefs and attitudes about differentiation play a significant role in their implementation of this approach in the classroom, and that differentiated instruction has the potential to improve student achievement and engagement in EFL classroom in Indonesia. However, further research with a larger and more diverse sample is needed to fully understand these relationships in the Indonesian context.

Collaborative genre-based digital storytelling of English as a foreign language: a case of an Indonesian primary school

ABSTRACT Digital storytelling (DST) has been widely adopted as a pedagogical approach to English language teaching. However, a few studies have focused on examining primary school students’ experience of learning to create digital storytelling of English as a foreign language. To fill the gap, this study reports on an innovation in the use of genre-based digital storytelling in a primary school English classroom in Indonesia. In this project, pupils were engaged in a collaborative project to create digital stories. They carried out a series of DST tasks, such as finding a story theme, developing a story, revising the story, and presenting the story digitally. This case study found out that student participants could build students’ story literacy, (2) foster students’ literacy development of digital tools, (3) develop students’ story drafting engagement, and (4) promote students’ digital storytelling making and publication. The study suggests that primary school students can be engaged in genre-based digital storytelling to learn English and build their technological literacy.

An Online Game and the Effect of Strengthen Vocabulary Knowledge of Efl Students; Indonesian Context

This research aims to identify the effectiveness of using the ONLINE game to teach writing in the EFL classroom in Indonesia. It based on the research problem that the students find difficulties on memorizing English words because they used ineffective strategy.The research used experimental research design. The population in this research was the student of EFL classroom in INDONESIA, then the sample was the 8th grade in the EFL classroom in INDONESIA. The samples were taken by using random sampling technique. This research was conducted in 3 stages: data collection, action and data analysis. The data were collected through test, observation, and questionnaire. The data were analyzed by using the steps of: normality test, homogeneity test, inferential analysis, determining hypothesis testing, and conclusion.The result of this research presents that the onlines game strategy is effective to teach writing at the university level. The hypothesis is determined into the Null hypothesis (H0) and Alternative Hypothesis (Ha). H0 is accepted if the significance value >0.05 and Ha is rejected. The control group’s mean score on the pre-test is 58,11 increases to 59 in post-test with gain point 0,89. The experiment group’s mean score on pre-test was 57,59 increased to 60,89 on post-test with gain point 3,3.