No abstract

Penelitian yang berkembang menunjukkan bahwa keterlibatan orang tua (PI) adalah kunci keberhasilan siswa[1], namun studi tentang keterlibatan orang tua di Indonesia khususnya untuk pesantren masih kurang[2]. Terlepas dari peran penting orang tua dalam mendukung pendidikan santri, pondok pesantren menawarkan suasana pendidikan di mana orang tua tinggal jauh dari anaknya. Ada beberapa perbedaan pemahaman tentang apakah orang tua memainkan peran penting dalam pendidikan di pesantren. Penelitian ini mengkaji bagaimana orang tua mendefinisikan orang tua dan keterlibatan orang tua pada sebuah pesantren di Indonesia. Melalui wawancara dan observasi, penelitian ini menemukan beberapa definisi orang tua dalam konteks pesantren. Orang tua didefinisikan tidak hanya sebagai orang tua biologis seperti yang didefinisikan secara tradisional; studi ini menemukan bahwa orang tua juga didefinisikan sebagai guru yang melahirkan ilmu dan kerabat dekat. Selain itu, keterlibatan orang tua di pesantren juga terbilang unik dan di luar kerangka PI yang banyak digunakan di dunia barat seperti kerangka PI oleh Epstein[3]. Nilai-nilai keislaman mewarnai bagaimana orang tua dan keterlibatan orang tua didefinisikan dalam konteks pendidikan di pondok pesantren. Penelitian ini memberikan sumbangsi pemahaman yang lebih dalam tentang keterlibatan orang tua dan orang tua dalam konteks pesantren.

This discourse study examines occupational gender stereotypes in two textbooks of secondary English language textbooks published in Indonesia. Occupational gender stereotypes in two English textbooks, entitled When English Rings a Bell, for grades 7 and 8 were analyzed with the help of Kress and van Leeuwen (2006) framework. The findings indicate that both textbooks encompass gender stereotypes, particularly occupation. The findings also revealed far fewer photos of women in the public domain than there were of men, indicating that women in conventional gender roles such as cooking, cleaning, watering plants, caring for children, and performing all domestic activities were far more common. Furthermore, the study found that male occupations were more common and diverse than female occupations regarding occupational gender stereotypes. Furthermore, in terms of societal responsibilities, males were demonstrated to have a wider choice of vocations than girls. Gender blindness among curriculum designers and textbook authors is a severe worry in this regard, and it must be addressed to improve awareness of gender-related occupations. The study's practical implications are that English teachers, language textbook authors, curriculum creators, and illustrators should be fully aware of the interplay between language, visual depictions, and gender concerns while constructing language textbooks to avoid unwanted insights into occupational gender stereotypes.

Many studies have investigated students’ perceptions of experiencing technology-based English as Foreign Language (EFL) learning, particularly as a result of the Covid-19 Pandemic period. Only a few studies have considered the students’ perceptions of the teachers’ knowledge of integrating technology into the teaching and learning process. Thus, this study explored how students perceived their teacher’s knowledge of technology integration in teaching, especially in the case of technology pedagogy and content knowledge (TPACK) in the online classroom. A case study was applied in this study with five participants selected purposively. This study was mainly guided by six survey items validated by Chuang et al. (2018) about assessing teachers’ TPACK from the students’ perspectives. These six items were used as the guiding questions during the semi-structured interview. Further, this study also gathered data from the students’ responses or written reflections after class. Data were then analyzed thematically. The results indicated that these students perceived the teacher as having sufficient knowledge of teaching the subject matter. The TPACK knowledge, however, needed more attention to developing. It implied that educational policymakers, not limited to the institutional stakeholders and practitioners, should provide a TPACK-based professional development program to strengthen the teachers’ proficiency in technology-enhanced foreign language teaching.

Students' interactions in school-based activities across subject areas and linguistic groups have been the focus of study on the relationship between identity and learning. Likewise with what happened in the bilingual class which is very interesting to be studied further. Therefore the current study aims to analyze the positionality of students considering the voices of students, subject teachers, and school administrators influenced by school language policies. This study uses case study research. The data were collected out of 102 students that participated in the initial interview, four focal participants were chosen. Two of the students were female, and two were male. Semi-structured interviews and observations were performed. The qualitative content analysis utilizes the gathered data to produce unique representations of the transcripts, such as what is being discussed at a specific time. The findings of this study share students' positive and negative voices toward the implemented language policy at the school. They position themselves as passive and active English users in recognizing their identity positionality. This study may be of relevance to those active in secondary or higher education research, decision-making and advocacy in the non-profit and public sectors, school leadership and governance, and teaching and learning.