Research Article
English Teachers’ Responses to the New Indonesian Education Paradigm: A Case Study of Batu Layar English Teachers’ Consultative Group
@INPROCEEDINGS{10.4108/eai.14-11-2020.2310178, author={Yuni Budi Lestari and Kamaludin Yusra and Arifuddin Arifuddin and Ni Wayan Mira Susanti}, title={English Teachers’ Responses to the New Indonesian Education Paradigm: A Case Study of Batu Layar English Teachers’ Consultative Group}, proceedings={Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2020, 14-15 November 2020, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ELTLT}, year={2021}, month={11}, keywords={new education paradigm mover teachers freedom in learning teachers’ responses}, doi={10.4108/eai.14-11-2020.2310178} }- Yuni Budi Lestari
Kamaludin Yusra
Arifuddin Arifuddin
Ni Wayan Mira Susanti
Year: 2021
English Teachers’ Responses to the New Indonesian Education Paradigm: A Case Study of Batu Layar English Teachers’ Consultative Group
ELTLT
EAI
DOI: 10.4108/eai.14-11-2020.2310178
Abstract
Under the new Indonesian education paradigm, “guru penggerak” (mover teachers) and “merdeka belajar” (freedom in learning), teachers, including English teachers, in Indonesia are given room to use teaching materials and strategies appropriate to students’ condition and need. However, it is not clear how this paradigm is responded by English teachers given the lack of learning resources. This paper examines English teachers’ responses to the new Indonesian education paradigm based on data obtained from a case study of Batu Layar English Teachers' Consultative Group (MGMP) in West Lombok involving twenty (20) teachers purposively selected as the sample of the study. The data were collected through observing teachers’ activities in the MGMP meetings, interviewing them on how they respond to the new education paradigm and collecting teaching and learning related documents. The results show that students and pedagogical factors influence the teachers to positively and negatively respond to the new education paradigm.
