Indonesian Secondary School Research Articles

A critical discourse analysis of cultural representation in language learning tasks: The case of an English language textbook used in Indonesian secondary schools

ABSTRACT The present study aims to examine the extent to which language learning tasks promote intercultural awareness. Drawing on Kachru’s (1985) circles framework, the analysis of 15 chapters and 107 tasks shows that more than fifty percent of the analyzed tasks do not belong to any of Kachru’s circles. In terms of Baker’s (2011) ICA levels, the majority of the tasks demonstrate the basic level (Level 1); none belongs to the advanced level (Level 2); and only fourteen percent exhibit the top level of intercultural awareness (Level 3). These findings suggest the need to incorporate more intercultural dimensions into language learning tasks to enhance students’ intercultural awareness.

“Reach Out, Not Harm”: Navigating between Physical Punishment and Alternative Strategies in Addressing Student Discipline Challenges for a Positive Learning Environment

Based on the interpretivist ontological assumption that teachers and students hold unique positions regarding school discipline, this study explores their perspectives on using physical punishment and alternative strategies to address challenging discipline problems. 20 teachers (with more than 5 years of teaching experience) and 20 students (aged 16-18 years old) from a secondary school in Indonesia who were identified through purposeful snowball sampling were engaged via semi-structured interviews and an open online survey to capture their perspectives. Data were thematically analysed following Newton’s (1980) comparison of school discipline models to reveal both parties to be in favour of alternative discipline strategies because physical punishment was deemed to have adverse effects and does not educate. The alternative disciplining strategies proposed by the teachers and students match with the characteristics of the following models: Individual fulfilment (approach students, dialogue and negotiation), scholarly discipline (strict adherence to school rules, consistency in rule enforcement, teacher as a role model); and educational technology (reminders of school rules, progressive disciplining process). The “fair disciplining” theme in the students’ data had no model fit. Meanwhile, no evidence suggests inclinations toward the social reconstruction model of school discipline. This study provides a glimpse into the diverse disciplining strategies which are the result of a bottom-up inquiry for addressing students’ challenging behaviours to cultivate a positive learning environment.

Aligning Principal Leadership and Teacher Roles with the Demographic Bonus Towards Golden Indonesia 2045: The Case Study of a Vocational High School

This study aims to investigate the dynamic relationship among principal leadership, teachers' roles, and the impact of demographic bonuses in the context of vocational secondary schools in Indonesia. As Indonesia endeavors to achieve the vision of a Golden Indonesia by 2045, this research delves into the critical components of vocational education that contribute to educational transformation. Employing a correlational method with a quantitative approach, data were collected from vocational high schools in Lampung using a proportional random sampling technique. The research instrument, in the form of a questionnaire, underwent validation for content and constructs validity and was tested for reliability using Cronbach's alpha. Data analysis involved Pearson product-moment correlation and multiple correlations. The results showed that there is a significant relationship between the principal's leadership and demographic bonus, which is indicated by the correlation coefficient (R) value of 0.452. In other variables, there is a deep relationship between the role of teachers and demographic bonus, which is supported by the correlation coefficient (R) value of 0.446. It is concluded that the level of relationship between principal leadership (X1) and the role of teachers (X2) with the demographic bonus (Y) simultaneously is quite strong, which is supported by the correlation coefficient (R) value of 0.541 and the Sig. F of 0.000 &<0.05. This research underscores the importance of shared responsibility and collaboration among all stakeholders, especially principals and teachers, in facing demographic challenges as Indonesia progresses towards a Golden Indonesia in 2045.

Increasing teacher professionalism through the implementation of digital academic supervision in Indonesian secondary school: Personal learning networks as mediator

This research investigates the impact of digital academic supervision (DAS) on teacher professionalism (TP), with a focus on the mediating role of personal learning networks (PLNs) and their implication for educational policy. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 276 teachers in prestigious secondary schools in East Java, Indonesia. The study uses a regression model design to explore direct and mediated effects between DAS, PLNs, and TP. Findings demonstrate that DAS directly impacts both PLNs (0.638) and TP (0.550), while PLNs also directly influence TP (0.293). Mediated analysis indicates that DAS enhances TP through PLNs (0.187). These results underscore the importance of digital tools in academic supervision, fostering collaboration, and promoting teacher professional development. The empirical evidence supports the effectiveness of DAS in enhancing teacher professionalism, suggesting significant implications for educational policy and practice in Indonesia in terms of regulatory framework, such as data privacy and security, standardization, training programs, and certification and accreditation.

Feelings of inferiority as a catalyst for bullying behavior among Indonesian secondary school students: A literature review

Bullying remains a critical issue in Indonesian schools, identified by the Ministry of Education, Culture, Research, and Technology as one of the "3 deadly sins" in the education system alongside sexual violence and intolerance. Recent reports from the Federation of Indonesian Teachers' Unions (FSGI) indicate high rates of bullying across all school levels. However, current interventions largely focus on victim support, leaving the psychological roots of bullying behavior among perpetrators underexplored. This literature-based study investigates the role of feelings of inferiority as a key driver behind bullying behavior in adolescents. Drawing on Adlerian counseling theory, the study suggests that adolescents may resort to bullying as a way to mask feelings of inadequacy, seeking dominance to counter feelings of inferiority. Influencing factors, such as family environment, peer dynamics, and societal norms, contribute to this behavior. Using qualitative, descriptive analysis, findings underscore the need for therapeutic interventions that help perpetrators reframe their self-perceptions and set constructive life goals. Comprehensive support for both victims and perpetrators is necessary to address the root causes of bullying and foster a healthier school climate. Keywords: Adolescence; bullying; counseling; inferiority.

Implementing Translanguaging as Transformative Pedagogy in an English Medium Secondary School in Indonesia

Implementing Translanguaging as Transformative Pedagogy in an English Medium Secondary School in Indonesia

An Analysis of Teacher Strategies in Teaching English Speaking at SMPN 2 Praya

This study delves into the intricacies of English-speaking instruction at SMPN 2 Praya, aiming to scrutinize the strategies employed by teachers in this context. Through a qualitative research approach, the data was gathered from questionnaire and interviews. The findings reveal a variety of strategies utilized by teachers, ranging from communicative activities to technology integration. Additionally, factors influencing the selection and implementation of these strategies are examined. The study contributes to a deeper understanding of effective pedagogical practices in English speaking instruction, offering insights for educators, policymakers, and curriculum developers to enhance the quality of language education in Indonesian secondary schools.

Social and Cultural Factors Beyond Washback of the National Examination: Exploring the Impact of High-Stakes Testing in Indonesian Secondary Schools from Teachers’ Experiences and Sociocultural Factors

This article investigates the conditions that cause a negative washback impact on English as language teaching (ELT) in Indonesian secondary schools. I interviewed eight English teachers to learn about the factors influencing their pedagogical choices for the test. This research draws on the literature of washback research and empirical evidence for the notion that contextual factors and external social cultural elements may have a significant role in defining the form of washback. Emphasizing the causal relationship concerning instruction and testing may be unduly simplified if it only covers its washback effect on the teachers and their teaching practices. High-stakes testing could impact several factors beyond learning and teaching activities. It may include elements in which teaching and testing are embedded. The findings of this study implied social and cultural factors influence the washback effect of the national examination, including social pressure, collectivism, curriculum alignment, and fairness. This study demonstrated how schools used test results as a source of promotion to provide stakeholders with the knowledge they needed to fully engage in the marketized educational system. The conclusions of this article have significant implications for school administrators and policymakers.

Determining factors influencing teachers’ intention to use web-based e-learning platforms in vocational secondary schools in Indonesia

Determining factors influencing teachers’ intention to use web-based e-learning platforms in vocational secondary schools in Indonesia

Improving Reading Comprehension in English for Nusantara: A Case Study

This research investigates the effectiveness of using the textbook "English for Nusantara" for grade 7, to improve reading comprehension skills among students at Al-Amin Middle School in Palangka Raya City, Indonesia. This research uses a qualitative approach, utilizing questionnaires and student interviews to analyze how textbooks facilitate reading comprehension. This research focuses on a sample of 10 students and aims to identify the strengths and the content of "English for Nusantara" textbook in improving reading comprehension. This analysis will explore four main aspects: general attributes, teaching-learning content, vocabulary development, and grammatical understanding. The findings from this research will provide valuable insight the potential to be an effective tool for enhancing reading comprehension and the content of the book "English for Nusantara" from the views of Al-Amin Palangkaraya Middle School students and contribute to the ongoing dialogue about effective teaching of reading comprehension in secondary schools in Indonesia.

“I know this is good, but I am confused”: English teachers’ self-efficacy in implementing the Independent Curriculum

Several studies have been conducted to determine the implementation of the Independent Curriculum. However, the existing studies have not identified English teachers’ self-efficacy in implementing the curriculum. Therefore, the present research aims to investigate the English teachers’ self-efficacy in applying the Independent Curriculum in secondary schools in Indonesia. This study was a mixed method study using a questionnaire and focus group discussions with teachers in teacher support groups. The data was collected from 171 secondary school English teachers. The results show that most English teachers understand the freedom offered by the government to schools and teachers in the new curriculum. However, they have low self-efficacy in implementing the curriculum in the teaching-learning process. They do not have adequate knowledge of how to translate the learning objectives specified by the government into their own syllabi. They do not have sufficient understanding or ability to conduct a needs analysis and syllabus design as a prerequisite for implementing the curriculum. Our research suggests that the teachers need further support from the government and teacher trainers through in-person hands-on training and workshops on needs analysis, syllabus design, and materials selection and development to effectively implement the Independent Curriculum.

Implementation of Teaching Speaking Using Task-Based Approach in Indonesian Secondary School EFL Classes: The State of The Art

The demand for English proficiency in global communication has led to a heightened focus on language skills, particularly speaking. This study explores the implementation of Task-Based approach in Indonesian secondary school English as a Foreign Language (EFL) classes, specifically emphasizing speaking skills. Drawing from a systematic literature review, the study addresses three key aspects: the practice of teaching speaking using the task-based approach, perceptions of students and teachers towards task-based approach, and the development and evaluation of task-based speaking materials. The findings indicate widespread adoption of task-based approach in various school contexts, showcasing its effectiveness in enhancing students' speaking skills. However, challenges such as time constraints, pronunciation difficulties, and occasional boredom have been noted. Students generally hold positive perceptions, noting improvements in pronunciation, vocabulary, and overall interest in English learning. Teachers, while acknowledging the positive impact, face challenges in finding suitable tasks for diverse student backgrounds and express a need for adequate training. The study also highlights the development of task-based speaking materials, catering to diverse learning styles and instructional goals. Continuous adaptation, teacher training, and the development of contextually relevant materials are essential for its sustained success. The study provides valuable insights for English teachers, curriculum developers, and policymakers seeking to optimize language education in the Indonesian context.

Current Practices of Corrective Feedback in Indonesian Secondary EFL Classrooms: A Systematic Review

In the dynamic landscape of English as a Foreign Language (EFL) education in Indonesian secondary schools, the significance of corrective feedback emerges as a focal point for enhancing language development, refining writing abilities, and shaping students' attitudes. the paper incorporates an examination of students' responses and attitudes towards corrective feedback, providing valuable insights into the effectiveness and reception of these strategies. Through a comprehensive literature review, the article aims to contribute to the ongoing discourse surrounding the implementation of corrective feedback in Indonesian EFL education, offering a nuanced understanding of both teacher practices and student perspectives. The investigation meticulously scrutinizes both written corrective feedback (WCF) and oral corrective feedback, shedding light on the myriad strategies employed by educators and the diverse responses emanating from students across different educational tiers. Additionally, the research delves into students' responses and attitudes towards corrective feedback across different school levels, revealing varying reactions.

Innovative learning methods of Islamic education subject in Indonesia: a meta-analysis

This study aimed to evaluate the effects of innovative learning methods in the Islamic education (ISE) subject on learning motivation, learning activity, and learning achievement of students in the elementary and secondary schools in Indonesia. This study employed the meta-analysis method which is among the quantitative research approach. There were 47 literatures that eligible to be included in the database. Results revealed that, for the learning motivation variable, effect size value in the form of odds ratio was significantly higher than 1.0 (average 3.008 [2.020-4.480]; P<0.001). For the learning activity variable, effect size value was significantly higher than 1.0 (average 2.905 [2.113-3.994]; P<0.001). For the learning achievement variable, effect size value was significantly higher than 1.0 (average 4.941 [4.136-5.903]; P<0.001). These indicated that innovative learning methods were able to elevate learning motivation, activity and achievement. There were no significant differences among the categories within most of the sub-groups, except for the sub-group of cycle, in which cycle 2 showed higher learning achievement than that of cycle 1 (P<0.05). It can be concluded that innovative learning methods are able to elevate learning motivation, learning activity, and learning achievement of students at elementary and secondary schools to study the Islamic education subject. Future work should address the interaction between each particular innovative learning method and the ISE specific topic.

English teachers’ practices and beliefs towards instructional media in Indonesia

Teachers’ practices and beliefs about instructional media are crucial in teaching English, as they can motivate students’ enthusiasm if teachers use them engagingly. Despite their importance, teachers’ practices and beliefs regarding instructional media in Islamic secondary schools in Indonesia have received less attention. The purpose of this qualitative study was to discover how teachers used instructional media and their beliefs towards employing it to teach English. We gathered information from two female English teachers at selected Islamic junior high schools in Aceh, Indonesia through observations and interviews. The results revealed that teachers utilized photos, whiteboards, overhead projectors, and flashcards to teach English. In their English foreign language classrooms, they used instructional media to facilitate students’ learning by explaining the materials, and giving exercises. Teachers believed that instructional media could help boost students’ interest, facilitate the learning process, and promote the achievement of teaching and learning objectives. They specified that curriculum and topic lessons are essential factors to consider when selecting instructional media for teaching English. They alleged that students’ feedback, participation in seminars or workshops, self-discovery, and new curricula could all have an impact on their beliefs. Future research should look into potentially more comprehensive accounts of teachers’ practices and beliefs about instructional media in varied secondary school contexts as well as how engaged students in more interactive classroom activities.

The Influence of STEAM Education on Students' Interest in Technology at Middle Schools in Indonesia

This research investigates the impact of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education on student interest and technology integration in Indonesian secondary schools through a quantitative analysis. A sample of 250 students was surveyed, and data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results reveal significant relationships between STEAM education, student interest, and technology integration. The measurement model demonstrates robust reliability and validity, while discriminant validity is supported. The structural model indicates that STEAM education positively influences both student interest and technology integration, with student interest mediating the relationship between STEAM education and technology. The study provides practical implications for educational practices, emphasizing the importance of transdisciplinary collaboration and effective teaching strategies to enhance student interest and foster technology integration in secondary education.

Effect of demographic factors on reading habits: Study on Indonesian secondary school students

This study explored the relationship between demographic variables and reading habits among Indonesian secondary school students, focusing on gender, age, current school, school type (public or private) and level. 451 students from six schools participated in the study. We used an explanatory sequential design, a mixed-methods approach. Quantitative data were collected through an online survey based on the reading habits scale by the National Library of Indonesia and included demographic questions. Qualitative data were then collected through an in-depth follow-up survey. An independent sample t-test and one-way ANOVA analyzed the influence of gender, age, current school, school type and school level on reading habits. Thematic analysis analyzed the qualitative data from the survey. The quantitative data indicated that students possessed low reading habit levels. Among the demographic variables, school location, public or private and level influenced the reading habit score, while gender and age had no influence. The qualitative findings highlighted the need for reading motivation, parent reading attitude and school library improvement to enhance reading habits. This study highlights practices that could shape reading habits, especially in secondary and upper secondary school students.

TEACHER TALK AND STUDENTS TALK IN EFL CLASS ACTIVITY: SECONDARY SCHOOL CONTEXT

The study focuses on the dynamics and types of teacher and student talks in EFL classrooms. It highlights whether teacher or student talk dominates class and impacts students' language acquisition. It was conducted in an Eastern Indonesian secondary school and employed exploratory sequential mixed methods. The data were collected from an English teacher and 32 students through interviews and observations. Thematic analysis and relative frequency distribution table were used for data analysis. The findings showed that teacher talk dominated classroom activities and made student-centred learning lacking, thus affecting students' language acquisition. Various teacher and student talk categories were identified using the Flander Interaction Analysis Category (FIAC) framework. Teacher Talk (TT) involved indirect influences such as accepting feelings, praises or encourages, using students' ideas, and asking questions. The direct influence includes lecture, giving directions, and criticizing students' behaviour. While Student Talk (ST) had students' responses, students-initiated silence and confusion. Implications suggest enhancing teachers' conversation management skills and fostering a more student-centred approach to facilitate students' language practice and participation. Additionally, future researchers who wish to conduct similar research can develop deeper by looking at other aspects that positively impact interaction in the English language classroom.

Schools’ support in the implementation of the Emancipated Curriculum in secondary schools in Indonesia

Schools’ support in the implementation of the Emancipated Curriculum in secondary schools in Indonesia

Effectiveness of Technology Use in Indonesian High Schools: Student Engagement, School Capacity, Teacher Performance

The present research investigates the intricate interplay among student engagement, school capacity, teacher performance, and the proficient implementation of technology within secondary institutions in Indonesia. This study employs a quantitative methodology to incorporate these constructs into a comprehensive model by utilizing Structural Equation Modeling with Partial Least Squares. The study surveyed 243 educators using a stratified random sample, which yielded valuable information regarding demographic characteristics, patterns of technology usage, and the intricate interrelationships among the variables identified. The robust validity and reliability of the measurement model validated the efficacy of the chosen indicators. Significant positive correlations were identified through path analysis among student engagement, school capacity, teacher performance, and technology effectiveness. By drawing inspiration from the Integrated Educational Technology Ecosystem theory, this model enhances the theoretical comprehension of technology integration specifically within the domain of secondary schools in Indonesia. In addition, recommendations and practical implications for policymakers, educators, and future research are addressed.