STORIES FROM THE FRONTLINES: FEMALE ENGLISH TEACHERS AND THE NATIONAL STANDARDIZED EXAM POLICY

Fajaryani, Nunung and Failasofah, Failasofah and Masbirorotni, Masbirorotni STORIES FROM THE FRONTLINES: FEMALE ENGLISH TEACHERS AND THE NATIONAL STANDARDIZED EXAM POLICY. In: The 1st Sriwijaya University Learning and Education International Conference (SULE-IC) 2014, 16-18 May 2014, Palembang.

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    Abstract

    It seems that testing sponsors and polic ymakers at national, provincial, and district levels still consider testing as an important, positive, and cost effective device in educational improvement. However, research findings show a broad range of resources are positively related to student outcomes (Greenwald et al., 1996; Nieto & Bode, 2008), a student achievement results from not only school quality but also health, motivational, family, and cultural conditions (Nieto & Bode, 2008; Rothstein, 1998), and teacher inputs, school resources, and family inputs are statistically important in explaining student achievement (Nieto & Bode, 2008; Levin, 1995). The purpose of this qualitative inquiry was to explore the perspectives of local female English teachers on the National Standardized Exam [NSE] policy as a high-stakes exam to gauge student performance nationally at four senior high schools in Jambi City, Indonesia. Data for this study were collected through a demographic background survey and in-depth interviews with eight local female English teachers. The demographic data were analysed descriptively. The interviews data were analyzed using within-case and cross-case displays and analyses (Miles &Huberman, 1994). Two salient themes with their sub-themes that emerged were (1) disheartening views on the use of the NSE policy and (2) major consequences the NSE policy (curriculum and instruction, teaching and learning, teacher motivation, student motivation, less attention to non-tested disciplines, and widespread cheating). This study provides information for policy makers, school leaders, researchers, and teacher educators to understand how the policy is implemented at the school level. Policy implications and suggestions for future research are discussed. Keywords: National Standardized Exam (NSE) Policy, Indonesia, female English teachers, disheartening views, consequences

    Item Type: Conference or Workshop Item (Paper)
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Language and Arts Education
    Depositing User: Dr, M.A. Hartono Hartono
    Date Deposited: 14 Sep 2016 07:45
    Last Modified: 14 Sep 2016 07:45
    URI: http://eprints.unsri.ac.id/id/eprint/6793

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