Journal articles on the topic 'English teachers Indonesia Yogyakarta Case studies'

Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.

<p class="0abstract">In Indonesia, educational technology courses have been offered in teacher preparation programs to equip students with theoretical knowledge and practical skill of utilizing technology in skill-based language teaching. Despite this, empirical studies focused on online training for EFL teacher candidates on using digital tools appropriately for pedagogical purposes and adjusting to traditional learning processes remain unexplored. Therefore, to address this gap, the present study attempts to investigate the design and implementation of a TPACK-in practice model to enhance students’ preparedness to face the rapidly-growing digital world and, more importantly, understand post-pandemic pedagogy. For this purpose, a qualitative case study was adopted. The data were obtained from multiple sources, including field notes, video-recorded classroom observation, one-on-one online interviews, and task documentation. The population of this research included 163 students in the 5^th semester of the English Language Education Study Program of a university in <em>Yogyakarta</em>, Indonesia. We selected one class randomly, consisting of 40 pre-service English teachers during the odd semester of the 2020/2021 Academic Year. Findings demonstrate: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project. Finally, pedagogical implications are presented with proposed suggestions offered for future research directions in replicating the study.</p>

ABSTRACTThe purpose of this study was to investigate the beliefs of English as a Foreign Language (EFL) learners in a mixed-ability class of a private university in Yogyakarta. Having 30 respondents who took an English class at the Language Training Centre of the university, this study mostly employed a quantitative research design, through which data were taken using the BALLI questionnaire consisting of 35 question items. To support the quantitative data, interview were conducted. The quantitative data were analyzed using a 5-point Likert-scale, while the qualitative data were verbally described. The results show that learners’ self-efficacy and expectation about learning English is low (3.20); learners’ perceived value and nature of learning spoken English is fair (3.76); learners’ beliefs about foreign language aptitude is low (3.11); learners’ beliefs in formal structural studies (3.11) is also low. Therefore, it is suggested that teachers evaluate their teaching approach and strategy in order to increase students’ motivation, confidence, and interest in learning English which can eventually promote learners’ success in learning English as a foreign language.ABSTRAKTujuan dari penelitian ini adalah untuk menyelidiki keyakinan bahasa Inggris sebagai Bahasa Asing (EFL) pada kelas dengan kemampuan campuran di universitas swasta di Yogyakarta. Dengan 30 responden yang mengambil kelas bahasa Inggris di Pusat Pelatihan Bahasa universitas tersebut, penelitian ini menggunakan metode kuantitatif, dimana data diambil menggunakan kuesioner BALLI yang terdiri dari 35 buah pertanyaan. Untuk mendukung data kuantitatif, wawancara dilakukan. Data kuantitatif dianalisis menggunakan skala Likert 5 poin, sedangkan data kualitatif dijelaskan secara verbal. Hasil penelitian menunjukkan bahwa: efikasi diri dan harapan mahasiswa dalam belajar bahasa Inggris rendah (3,20); nilai yang dirasakan mahasiswa dan sifat alamiah dalam belajar bahasa Inggris secara lisan adalah cukup (3,76); keyakinan mahasiswa tentang bakat dalam belajar bahasa asing rendah (3,11); dan keyakinan mahasiswa dalam studi struktural formal rendah (3,11). Oleh karena itu, disarankan agar dosen mengevaluasi pendekatan dan strategi pengajaran mereka untuk meningkatkan motivasi, keyakinan diri, dan minat mahasiswa dalam belajar bahasa Inggris yang pada akhirnya dapat mendukung keberhasilan mereka dalam belajar bahasa Inggris sebagai bahasa asing. How to Cite: Iswati,L. (2019). Investigating Learners’ Beliefs in Learning English: A Case Study. IJEE (Indonesian Journal of English Education), 6(2), 153-170. doi:10.15408/ijee.v6i2.14362

This study examines English teachers voices regarding the teacher professional development (TPD) experiences in state vocational high school in Yogyakarta, Indonesia. The voices include their motivation and perceived challenges of professional development efforts. The study is a qualitative research employing questionnaire and interviews to gather the data from ten English teachers in state vocational high school. The findings unravel some intrinsic motivations of English teachers and the challenges and needs perceived in doing TPD related to their time management, namely problems related to teaching schedule and time to look after the family. Most teachers also need more training to practice their ICT skills and performance. The suggestions for further studies are also discussed.DOI: doi.org/10.24071/llt.2018.Suppl2109

Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

<p style="text-align: justify;">Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.</p>

Error analysis on students’ language performance has been massively discussed, yet few studies focused on teachers’ errors. Meanwhile, one of the main causes of students’ errors is the errors transferred from teachers. As the learners used to imitate their teachers sounds’ production, EFL teachers need to minimize errors when teaching at elementary school concerning the learners’ best period to acquire and learn a foreign language. The present study investigates EFL teachers’ pronunciation errors, specifically to find out the forms and causes of pronunciation errors in segmented vowels produced by the teachers. The research participants are 20 English teachers selected from various public and private elementary schools in Yogyakarta who were invited to pronounce 62 English words. The teachers were also required to fill out a questionnaire to find out external factors which are assumed can trigger the errors. The findings delineated that the teachers produced various forms of pronunciation errors in English vowels. The causes of errors lie in interlingual transfer, intralingual transfers, pronunciation differences between graphemes and sounds, hypercorrection, and words similarity. The external factors are also scrutinized, which include educational background and teachers’ lack of English practice. The study suggests that elementary EFL teachers in Indonesia should improve their pronunciation by frequently practicing and having intensive pronunciation training to teach better English to their learners.

English Language Education Department (ELED) at the University of Muhammadiyah Malang (UMM) is educational department that has objectives to prepare competent future English teachers. Several elective courses are offered for sixth-semester students in order to equip its graduates with the skills that students may choose amongst Translation, Bussiness English, English for Young Learners, and American Studies. This issues are interesting especially the need for the ESP as an elective course arises from the inadequacy of ESP teachers’ professional skills, training, and experiences that may cause teachers lacking of ESP teaching capacity.The researcher used descriptive qualitative research in order to get in depth and detail information in the form of a description about the reasons of ELED UMM not providing ESP as an elective course. Three researcher have interviewed the Director of Language Center (LC) UMM, ESP lecturer, and Secretary of ELED UMM. The research finding showed that ELED UMM focuses on producing the English teachers for secondary education not at a tertiary level. To respond on the needs of professional ESP teachers, ELED UMM offers TEFL (Teaching English as Foreign Language) course as a compulsory course which ESP materials have been integrated.

The 2013 curriculum in Indonesia mandates that teachers should develop students� Higher Order Thinking Skills (HOTS). One of the learning goals through HOTS is to make sure that students can analyze, evaluate, and create their knowledge. However, studies on HOTS issues in English learning, particularly in reading skills, are still very limited. Therefore, this study aimed at describing the teachers� strategies in developing HOTS in teaching reading skills. The researcher used a mixed-method, as it is relevant to the methodology needed in this study. The participants were 22 English teachers of Junior High Schools in Yogyakarta. The data were collected through questionnaires, observations, and interviews. The findings indicated that the strategies by the teachers to develop HOTS were as follows: (1) asking divergent questions to the students, (2) using group discussions, (3) informing learning objectives to the students, (3) giving feedback to invite the students to review, refine, and improve understanding about learning materials, and (5) giving motivation to the students to think critically. The recommendation for further study is also discussed.

Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.

Despite the massive growth of universities offering EMI in non-Anglophone countries including Indonesia, there is little research regarding the underlying rationales for the implementation of EMI and the perceptions of lecturers in relation to the enactment of EMI. Several studies have also highlighted the absence of official guidelines for EMI in this context, which has contributed to the dissimilar practices of EMI among Indonesian universities. This case study aimed to find out the underpinning rationales for the implementation of EMI at the Indonesian universities. It also aimed to investigate how lecturers at the Indonesian universities perceived the implementation of EMI. Semi-structured interviews were conducted with nine non-English lecturers from both state and private Indonesian universities. The results of this study showed that some factors, including promoting university internationalisation, enhancing academic reputations, and taking part in international competitions, were found to underpin the implementation of EMI. In addition, this study also underlined the issue of internationalisation in relation to Englishisation and its impacts on EMI. In this study, the participants' use of the Indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to value multilingual practices. Therefore, this study suggests that the Indonesian linguistic ecology where Bahasa Indonesia and English co-exist with the hundreds of local languages should be taken into consideration in the educational language policy-making.

This current study was undertaken to examine how Indonesian teachers implemented action research (AR) in an attempt to develop their professionalism and provide better learning opportunity for their students. The research approach in this study included qualitative case study design elements that involved three English teachers who varied in terms of teaching experience, age, and academic qualification as the research participants. The research participants were assisted to get more understanding about AR by inviting them to take part in AR workshops, participate in focus group discussions, and undertake an AR project. Multiple data sources were obtained through interview, observation, focus group discussion, and documentation. The findings indicated that all participants learned important things about their teaching practice and students’ learning through their engagement in action research activity. The findings also showed that conducting AR had encouraged participants to be more reflective and empowered them to be a researcher of their own classroom. In spite of the positive and promising results of this study, the success of action research mainly depends on teachers’ own need and motivation to conduct AR to monitor their teaching. Therefore, sufficient support should be provided to teachers to enable them to conduct AR including focus group discussions since this study also highlights the importance of collegial dialogues in developing teachers’ practice. It is reasonable to recommend educational or institutional leaders in Indonesia provide opportunities for teachers to take initiative in referring to action research for achieving professional growth.

Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.

Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.

Geared by the scant number of studies on EFL teachers’ classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers’ involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students’ demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students’ row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper.

The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. This research took a unique position to study the Islamic values transmission within non-religious based public school. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. Data were collected through in-depth interviews, observation, and study of relevant documentation. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. 2) These values were instilled by the school through a habituation process, supported by the function of the principal and teachers as role models and the important role of Rohis (Islamic organization). The inculcation of Islamic values was not only carried out by religious education teachers, but also transmitted by secular subject teachers as well as extracurricular activities. The findings of this study confirmed that public schools in Indonesia were now transformed as important instruments for the transmission of Islamic values to young Muslims. This research suggests important recommendations on the need to develop the capacity of teachers in schools to make them agents of moderation of Islamic values.

The notion of mathematical literacy advocated by PISA (OECD, 2006) offers a broader conception for assessing mathematical competences and processes with the main focus on the relevant use of mathematics in life. This notion of mathematical literacy is closely connected to the notion of mathematical modelling whereby mathematics is put to solving real world problems. Indonesia has participated as a partner country in PISA since 2000. The PISA trends in mathematics from 2003 to 2009 revealed unsatisfactory mathematical literacy among 15-year-old students from Indonesia who lagged behind the average of OECD countries. In this paper, exemplary cases will be discussed to examine and to promote mathematical literacy at teacher education level. Lesson ideas and instruments were adapted from PISA released items 2006. The potential of such tasks will be discussed based on case studies of implementing these instruments with samples of pre-service teachers in Yogyakarta.

Utilizing Youtube as a Learning Media for Pop-Jazz Vocal Course at Music Education Study Program of Institut Seni Indonesia Yogyakarta. The research aims to reveal the learning process of the Pop-Jazz vocal course and the utilization of youtube as an accompaniment in learning the Pop- Jazz vocal course. This research is expected to provide solutions for students who face problems in the learning process of the Pop-Jazz vocal course during the covid-19 pandemic. It is qualitative research with a case study approach. Data collection techniques were carried out through direct observation during the learning process. Furthermore, interviews with teachers and vocal students of Pop-Jazz were conducted to obtain the data. It was a case study of vocal students of Pop-Jazz Intermediate 1 at the Music Education Study Program. The literature studies were carried out to support the data and references. This study shows that the interest in vocal learning of Pop-Jazz at the Music Education Study Program by utilizing youtube as an accompaniment at the pop-jazz vocal course can be increased.

Knowing the teaching strategy is very important in the teaching and learning process because it dramatically influences the students' outcomes. Many studies on teaching strategies have been done in many parts of the world. However, the studies on teaching strategies in the pandemic era applied by the teachers in a reputable school in Indonesia are rarely discussed. Thus, this research aims to explore a reputable school's teachers' experiences in applying strategies during covid-19. There were three senior high school teachers from one of the reputable schools in Bengkulu who participated in this research. This research adapted a case study design by using a semi-structured interview as the research instrument. The interview data were recorded, transcribed, and coded into several themes based on the focus of this research. The result showed that the teachers tended to use the same materials, such as books from the government and materials from the internet. In addition, the teachers dominantly use zoom meetings for the teaching media. Meanwhile, they had their preferences on the teaching strategies. Generally, the teachers prefer to implement online discussion, computer-based learning exercises, online collaboration projects, online lectures, independent study, and online learning using social networking as the teaching strategies. The result of this study can be used as a guideline for teachers from other schools in implementing the teaching strategies, especially in online teaching.

Teachers’ talk is a key tool for engaging students in learning. This research is carried out to examine the correlation between students’ attitude and teachers’ talk in learning English at secondary schools in Indonesia in which English is taught as a foreign language. These two aspects are substantial when learning objectives are to be achieved. Unlike the previous studies that focused more on the nature of teachers’ talk and its effect on the development of specific language skills, this study scrutinizes the interrelation between teachers’ talk and one of the individual differences possessed by language learners, i.e., attitude. Two research questions are formulated to be answered by this study. First, what types of attitude possessed by the learners and how they are classified? Second, how does teachers’ talk correlate with the learners’ attitude in the attempt of achieving the learning goals? A quantitative approach is applied in this study involving learners of two secondary schools, namely, SMAN 6 and SMKs Harapan Bangsa as research population in Sidrap, a district in South Sulawesi Province, Indonesia. The researcher used purposive sampling technique in choosing 160 research samples from these two secondary schools. The data were collected using questionnaire and a set of hypotheses testing is utilized to measure the normality, linearity/regression, validity, and the reliability of the instrument. Pearson correlation value formula by Pearson was used to determine whether correlation existed between teachers’ talk and students’ attitude in learning English. The result of the analysis shows the correlation coefficient between teachers’ talk (X) and students’ attitude (Y), which confirms that both variables have correlation, which was interpreted as fair. The Pearson correlation value, which in this case is 0.350, shows a tenuous positive correlation. The implication of this study lies on the importance of teachers’ talk in shaping the learners’ attitude, which in turn leads to the success of language learning.

Various studies on teaching and learning reading in Indonesia have been conducted. In order to know the strengths and the weaknesses of the studies, a thorough study is needed to be conducted. This article is based on a critical analysis on teaching and learning reading in Indonesia for a study “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. It aimed to answer: (1) What were the strengths and the weaknesses of the studies on teaching and learning reading in 2003 to 2013? (2) How were the studies similar and/ or different from the current study”? The critical analysis was conducted by studying twenty articles from 2003 until 2013. The studies were analyzed critically in terms of the strengths and the weaknesses. The findings of the analysis are; (1) The strengths of the studies on teaching and learning reading in 2003 to 2013 were in terms of the topic of the studies indicating that learning English in Indonesian context and the studies on extensive reading were developed gradually. The weaknesses were in terms of the focus of extensive reading and the variation of the research design. (2) The studies were similar with the current study in terms of the concept of extensive reading and the research design. This condition might be considered as an opportunity for the following researchers to conduct a research about learners’ experiences on extensive reading. It is suggested that that teachers, lecturers and the policy makers on language learning concern about how extensive reading is implemented.

The English language is becoming a global lingua franca, given its association with critical turns such as globalization, global economy, international communication, and the Internet. Many countries try to develop their countries start from the educational sector and put English as the language needed to learn in schools of many countries such as Indonesia. The use of English was becoming a global phenomenon that English is becoming a language of instruction in schools. The impact of utilizing English suggests that in a few universal academic settings, there is an apace developing inclination for English received as a medium of instruction (EMI). EMI applied in many educational levels started from the University, High School, and even in the early grade, such as Primary School. With the use of EMI in many educational systems, several issues rose related to its use in the classroom. Many of the studies found a lack of English proficiency, both from teachers and students in the use of EMI and several other problems. Related to this issue, the researcher conducted a study. Through a qualitative study in a case study design, the perception of teachers and pupils of a primary school in Palembang was explored and investigated. The participants of this study were the fifth-grade teachers and pupils in Paramount School Palembang. The data were collected by open-ended interviews with 3 Science teachers, 2 Mathematics teachers and 12 pupils in Paramount School Palembang. Thematic analysis was used in analyzing the data, and then the data were coded and classified into categories to form big themes based on the perceptions and information. The data analyzed revealed a consistency between teachers' and pupils' perceptions about EMI use in the classroom. The result mentioned that the teachers and pupils had positive perceptions because of the benefit of using English as a medium of instruction.

Fractions are well known to be difficult to learn, but it is should not be surprising considering the complexity of the concepts involved. In working with fractions, children learn new rules that often conflict with well-established ideas about whole numbers. Many studies have revealed that fractions division has been thought to be the most complex of the mathematical operations in elementary mathematics. However, fractions and the operations have been recognized as an important foundation for the understanding of our number system. Therefore teachers should provide meaningful learning experiences that relate to division of fractions. This present study aimed to analyze secondary school students construction of knowledge in fractions division. This descriptive study was conducted with 44 seventh grade students in Pangudi Luhur Junior High School in Yogyakarta, Indonesia. During a one-week unit of lesson on division of fractions, students were given a task-based activity specifically designed to promote students understanding. Data sources in this study included observation of learning process and a pre and posttest of students conceptual knowledge and procedural computation skills. The result showed a significant improvement in students conceptual knowledge and procedural knowledge.DOI: https://doi.org/10.24071/ijiet.2018.020205

Previous studies have shown that the majority of teachers tend to be receptive towards translanguaging practices (Khairunnisa Lukmana, 2020; McMillan Rivers, 2011; Nambisan, 2014; Yuvayapan, 2019). However, in Indonesian context, there are relatively few studies in this field employing a case study design to reveal more detailed information. This study was aimed at investigating teachers' attitudes towards translanguaging practices and how the practices took place. The participants were four English teachers from two private junior high schools located in East Nusa Tenggara and Central Java, Indonesia. The data were collected by using questionnaires, semi-structured interviews, and observations. The analysis reveals that all participants implemented translanguaging in several typical situations in their EFL classrooms. Despite participants' various feelings towards translanguaging, they still use translanguaging in their teaching and associated translanguaging with positive attributes. Moreover, the majority of teacher participants had positive intentions towards translanguaging in their future class. These findings shed light on a multilingual pedagogical practices and further research directions.

The purpose of this study is to analyze factors contributing to errors made in learning English as a target language (TL). Employing a case study research, the participant was interviewed for approximately 30 minutes about daily activities and experiences in learning English. This research focuses in analysing the participant‟s use of third singular pronoun in simple present tense. The findings revealed that errors made by TL learners are mainly influenced by some factors related to their TL‟s and native language‟s (NL) knowledge, systems and rules. These factors are coexisted and interconnected in TL learners‟ minds. This is against Robert Lado‟s argument which mentioned that learner made errors in TL learning because of the interference from NL. The study provides pedagogical implications that TL teachers should perceive errors made by the learners as a sign of language learning and development; therefore they should not be discouraged to learn. Also, TL teachers should be aware of their very important roles to help, to guide and to lead the learners‟ progress in learning the TL. The future subsequent studies should consider of involving more sample size over a longer period of time as to obtain to a more generalized finding. Target language (TL) learning is often challenging for learners. This is because of the vast differences between their native language and the TL in terms of rules, forms and knowledge. Some learners find learning fun while others find it frustrating. Learners exert considerable effort to become competent speakers or even to emulate native speakers. For example, they strive for perfect pronunciation. In their efforts to learn the TL, learners usually make errors. Some teachers strongly believe making mistakes is an important part of the learning process and that it enables learners to improve their TL skills. Other teachers perceive errors negatively as obstacles in learning, and therefore believe errors need to be eliminated. These teachers have limited tolerance with learners who make errors. Other teachers might ignore errors, or they simply do not know how to address them. It is widely assumed that errors occur because of the interference of NL and the degree of difference between TL and NL. It appears that learners transfer rules, forms and knowledge of NL to TL. For example, learners in Indonesia might believe that the rules, forms and knowledge of Bahasa Indonesia are similar to English. Some theorists consider errors as a learning process. It demonstrates the mind‟s ability to adapt, transform and restructure NL and TL language systems to a new language system. These theorists also believe that errors are reflections of the learner‟s efforts to comprehend the TL systems and knowledge. In other words, berita terkini indonesia are reflections of a new language system being constructed. This new system combines elements of both the NL and the TL. Therefore, it is strongly argued that TL learners make errors as efforts to construct a new language system which is somehow different from the system of NL and TL and not interference of NL to TL. This paper is intended to analyze factors contributing to errors made in learning English as a foreign language. Key words: errors, interference, interlanguage

As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture as dynamic, yet, the content being taught mainly covered static domain of culture.��Keywords: Byram�s five savoirs; culture education; intercultural communicative competence.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children. Keywords: early childhood education, parents’ role, online learning References: Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014). Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). 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ABSTRACTThe Indonesian ELT current curriculum (the 2013 Curriculum) adopts communicative Approach (CA) as its basis foundation. Despite the fact that this approach has been adopted for some years, some research studies showed that it does not bring any significant improvement to the learner’s outcome. There are several reasons underpinning the failures of the implementation of CA in regards to the 2013 curriculum. This study is, therefore, aimed at investigating the EFL Indonesian teachers’ perspectives on the challenges they faced in the implementation of communicative approach in their classrooms along with the 2013 curriculum. Four participants were involved in this study that were given questionnaires and interviewed for data collection. Qualitative design by case study was used in this study and the results indicated that all teachers in this study encountered challenges when implementing the concept of CA along with the 2013 curriculum, i.e. students’ low motivations, the teachers’ role, the class size, the teachers’ income, and the availability of English materials.ABSTRAKKurikulum Bahasa Inggrisdi Indonesia saat ini (Kurikulum 2013) mengadopsi Pendekatan Komunikatif (CA) sebagai landasan dasarnya. Terlepas dari kenyataan bahwa pendekatan ini telah diadopsi selama beberapa tahun, beberapa penelitian menunjukkan bahwa Pendekatan Komunikatif tidak membawa dampak yang signifikan terhadap hasil pelajar. Ada beberapa alasan yang mendasari kegagalan implementasi CA tersebut terkait kurikulum 2013. Oleh karena itu, penelitian ini bertujuan mengeksplorasi perspektif guru bahasa Inggris di Indonesia tentang tantangan yang mereka hadapi dalam menerapkan pendekatan komunikatif di ruang kelas mereka dalam kerangka kurikulum 2013. Empat peserta terlibat dalam penelitian ini yang diberi kuesioner dan diwawancarai untuk pengumpulan data. Penelitian ini menggunakan desain kualitatif dengan studi kasus dan hasilnya menunjukkan bahwa semua guru dalam penelitian ini menghadapi tantangan ketika menerapkan konsep CA bersama dengan kurikulum 2013, yaitu motivasi siswa, peran guru, 'konten asing' , dan ketersediaan materi bahasa Inggris. How to Cite: Rahmawati, Y. (2019). Teachers’ Voices on the Challenges of the Implementation of Communicative Approach in Regards to the 2013 Curriculum. IJEE (Indonesian Journal of English Education), 6(1), 65-78. doi:10.15408/ijee.v6i1.12761

ABSTRACTThe Indonesian ELT current curriculum (the 2013 Curriculum) adopts communicative Approach (CA) as its basis foundation. Despite the fact that this approach has been adopted for some years, some research studies showed that it does not bring any significant improvement to the learner’s outcome. There are several reasons underpinning the failures of the implementation of CA in regards to the 2013 curriculum. This study is, therefore, aimed at investigating the EFL Indonesian teachers’ perspectives on the challenges they faced in the implementation of communicative approach in their classrooms along with the 2013 curriculum. Four participants were involved in this study that were given questionnaires and interviewed for data collection. Qualitative design by case study was used in this study and the results indicated that all teachers in this study encountered challenges when implementing the concept of CA along with the 2013 curriculum, i.e. students’ low motivations, the teachers’ role, the class size, the teachers’ income, and the availability of English materials.ABSTRAKKurikulum Bahasa Inggrisdi Indonesia saat ini (Kurikulum 2013) mengadopsi Pendekatan Komunikatif (CA) sebagai landasan dasarnya. Terlepas dari kenyataan bahwa pendekatan ini telah diadopsi selama beberapa tahun, beberapa penelitian menunjukkan bahwa Pendekatan Komunikatif tidak membawa dampak yang signifikan terhadap hasil pelajar. Ada beberapa alasan yang mendasari kegagalan implementasi CA tersebut terkait kurikulum 2013. Oleh karena itu, penelitian ini bertujuan mengeksplorasi perspektif guru bahasa Inggris di Indonesia tentang tantangan yang mereka hadapi dalam menerapkan pendekatan komunikatif di ruang kelas mereka dalam kerangka kurikulum 2013. Empat peserta terlibat dalam penelitian ini yang diberi kuesioner dan diwawancarai untuk pengumpulan data. Penelitian ini menggunakan desain kualitatif dengan studi kasus dan hasilnya menunjukkan bahwa semua guru dalam penelitian ini menghadapi tantangan ketika menerapkan konsep CA bersama dengan kurikulum 2013, yaitu motivasi siswa, peran guru, 'konten asing' , dan ketersediaan materi bahasa Inggris. How to Cite: Rahmawati, Y. (2019). Teachers’ Voices on the Challenges of the Implementation of Communicative Approach in Regards to the 2013 Curriculum. IJEE (Indonesian Journal of English Education), 6(1), 65-78. doi:10.15408/ijee.v6i1.12761

The qualitative case study aimed to investigate EFL learners’ perceptions of synchronous learning in EFL speaking classes. Although numerous studies have been on synchronous learning, only a few pieces of literature focused on learners’ perceptions in English as a foreign language (EFL) settings. The research was conducted in a speaking course at a private university in Indonesia. Seven undergraduate learners majoring in English education program participated in the research which employed semi-structured interviews to gain participants’ views on their attitudes and benefits during distance education. Thematic analysis was employed to analyze learners’ perspectives and answer the research questions. The research’s findings reveal that learners are satisfied with synchronous applications. Synchronous learning improves learners’ motivation and develops confidence in class. However, EFL learners experience language learning boredom while they are joining a synchronous mode of learning. The perceived benefits of synchronous learning cover free learning resources, flexibility, accessibility, and task completion. The findings highlight that synchronous language learning can be an alternative for teaching speaking skills. English teachers need to implement a well-planned and well-executed synchronous learning strategy in teaching EFL speaking.

This study aims to reveal how high school teachers adjust to the demand of utilizing digital literacy skills in two selected areas of the Lombok Island, Indonesia. The study sought to get deep understanding of how high school teachers developed their digital literacy competences and kept up with the demand of online teaching of English during the pandemic time. The study also sought to identify problems pertaining to the utilization of digital literacy in the pandemic time. The study employed a qualitative method with multiple-case design. A purposive Sampling technique was used to determine the key informants for the study. The data were obtained from various sources, which included interviews, observations and document studies. The process of data analysis encompassed data reduction, data presentation, and conclusion drawing. This was done through triangulation of data iteratively. The data were then analyzed thematically. The study yields that teachers in the two selected research areas acquired varying degrees of digital literacy competences due to different goal-setting, interests, knowledge and skills. A number of problems pertaining to teachers’ differing competences in digital literacy were identified, i.e. (1) lack of internet access (2) the absence of professional development, (3) and institutional support system. All of these problems were intertwined in nature. The study concludes that a professional development program needs to be devised for the participants to improve their performance and competence in utilizing digital literacy.

Mantle of the Expert (MoE) is an approach integrating drama in learning. A number of studies have proven the approach to be effective in enhancing student’s learning experience and vary teacher’s teaching strategy. This article is drawn from the results of a multi-case study that implemented MoE in EFL teaching in Indonesia. The study involving three cohorts of Grade 11 Indonesian senior and vocational high school students and three English teachers used multiple data collection methods: classroom observation, questionnaire and interview. While questionnaire was distributed to the student participants, the interview was administered to collect the data from teacher participants. The MoE implementation involved a series of drama activities integrated with the lesson topics. During the activities the student participants were assigned several tasks to be completed in small groups. This required students to collaborate. The findings show that these collaborative learning activities has shown positive major impacts, two of them are students’ increased engagement and decreased speaking anxiety.

Omnibus law on Job Creation passed in 2021 by the Indonesian Government has sparked a nationwide protests from many elements of societies. In this case, with its positive belief in the law, the government has to legitimize it so that it obtains approval from the society. This study seeks to answer the legitimation strategies employed by the government to convice the societies regarding the positive sides of this law implementation. To attain its objective, the current study used qualitative approach with critical discourse analysis as its method and Leeuwen’s framework on legitimation strategies as its analytical toolkit. The data was obtained from five giant online newspapers, namely The Jakarta Post, Serambi Indonesia, Kompas, CNN, and Republika from which 14 articles related to UU Cipker were extracted by means of Google search engine. The result of data analysis reveals that the government employed the moral evaluation strategy, rationalization strategy, and authorization strategy. Out of the three strategies, moral evaluation which is a legitimation built by referring to various moral values, was employed dominantly. Finally, this study suggests the society to critically listen to, read, and understand the government’s language. This study can also be used as a reference by English teachers to legitimize each material presented to motivate their students to be life-long learners by telling them why they should learn those presented materials.

Formative assessment in early childhood education in Indonesia does not have been working well. The research aims to prove the problem that the formative assessment (assessment for learning and assessment as learning) in early childhood education in Indonesia does not have been performing well. The research employed the research methodology of literature review to investigate the problem by analyzing empirical research-based articles on assessment in early childhood education. The result shows that a very few of natures of the formative assessment were present when teachers of early childhood education assessed their students. Goals, teacher’s and student’s roles, methods, feedback and following actions which particularly characterize the formative assessment were seldom found in the assessment practice in early childhood education in Indonesia. 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Abstract: Despite a considerable body of studies, little attention is given to the advantages of using songs in learning (learner-centred). The study, therefore, is aimed at eliciting Indonesian EFL learners’ beliefs about the advantages of using songs for their language learning. Researching the research phenomenon through a qualitative study using a case study design, in-depth interview technique was applied to collect the data of the learners’ beliefs from eleven university learners majoring English. This study indicated an interesting finding that it was perceived that the learners believed that there were some advantages of using songs in learning English: increasing their EFL learning in the aspects of language skills (listening and speaking), language components (vocabulary mastery and pronunciation), their knowledge, their confidence and relaxation, and improving their mood and focus. Thus, it is recommended that songs be used either in teachers’ EFL teaching and in learners’ EFL learning. Abstrak: Meskipun telah banyak penelitian yang dilakukan, namun masih sedikit perhatian yang diberikan tentang manfaat penggunaan lagu dalam pembelajaran (berpusat pada peserta didik). Oleh karena itu, penelitian ini bertujuan untuk mengungkap keyakinan pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentang manfaat penggunaan lagu dalam pembelajaran bahasa asing mereka. Meneliti fenomena melalui studi kasus, teknik wawancara mendalam diterapkan untuk mengumpulkan data tentang keyakinan sebelas mahasiswa jurusan Bahasa Inggris. Penelitian ii menunjukkan temuan yang menarik bahwa peserta didik percaya bahwa ada beberapa keuntungan dari pemanfaatan lagu dalam pembelajaran bahasa Ingris mereka pada aspek keterampilan bahasa (menyimak dan berbicara), komponen bahasa (penguasaan kosa kata dan pengucapan), pengetahuan mereka, kepercayaan diri dan relaksasi mereka, serta memperbaiki suasana hati dan fokus mereka. Oleh karena itu, disarankan agar lagu digunakan dalam pengajaran bahasa Inggris oleh guru maupun dalam pembelajaran bahasa Inggris oleh peserta didik.

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. 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Science and Technology develop very fast in every aspect of life, including in the aspect of education. As the development of science and technology, guiding teachers to be able to make use various kinds of creative and innovative learning media in learning process at school is needed in order to increase the effectivity of the learning process which will have impact on the students’ learning motivation and learning outcomes. According to the explanation, learning multimedia needs to be developed in order to increase the students’ learning motivation and learning outcomes. This research is a research and development (R&D), which is then modified by using Tessmer formative evaluation. The analysis results show that the web-based learning multimedia for lithosphere material has been proven its eligibility, that the web-based learning is valid, practical, to be used in learning process and is effective in increasing students learning motivation and learning outcomes. 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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pembinaan etos kerja guru di Sekolah Menengah Atas Swasta (SMAS) Golden Christian School (GCS) Palangka Raya. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi kasus. Pengumpulan data menggunakan teknik observasi, wawancara, dan studi dokumentasi. Analisis data menggunakan pola interaktif data meliputi: reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian mengungkap bahwa dengan pembinaan etos kerja guru oleh kepala sekolah yang dilaksanakan dengan menerapkan berbagai strategi pembinaan melalui berbagai kegiatan pengembangan profesional guru dan dilaksanakan melalui mekanisme dan pentahapan yang jelas; serta ditunjang dengan berbagai faktor pendukung yang tersedia di sekolah dapat meminimalisir berbagai kendala yang dihadapi sekolah dalam membina etos kerja guru, sekaligus mampu menjadikan SMAS GCS sebagai salah satu sekolah swasta pilihan terbaik bagi masyarakat di Kota Palangka Raya. Abstract: This study aims to describe the coaching of the work ethic of teachers in the Golden Christian School (GCS) Private High School Palangka Raya. This study used a qualitative approach with case study design. Data collection using observation, interview and study of document. Data analysis using interactive data patterns include: data reduction, data display, and drawing conclusions. Checking the validity of the data obtained is done by using a degree of trust through triangulation techniques both sources and methods. The results of the study reveal that with the guidance of the teacher's work ethic by the principal which is carried out by implementing various coaching strategies through various teacher professional development activities and carried out through clear mechanisms and phases; and also supported by various supporting factors that available in schools can minimize the various obstacles faced by schools in fostering teacher work ethics, as well as being able to make GCS Private High School as one of the best choice private schools for the community in Palangka Raya City. References: Ali, M. (2009). Pendidikan untuk Pembangunan Nasional: Menuju Bangsa Indonesia yang Mandiri dan Berdaya Saing Tinggi. Bandung: Imperial Bhakti Utama. Anaroga, P. (2001). Psikologi Kerja. Jakarta: Rineke Cipta. Arifin, I. (2001, 25-26 Juli). 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This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. 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Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4 Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006 Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50–64. Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. 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The development of creative thinking skills in student pedagogical activities can form a personality structure, which contributes to improving their professional culture and the effectiveness of the educational process. One form of stimulant that can be given to students is to make students creative in making children's literary works. The population in this study were 4th semester studentsof PGSD study program at IKIP PGRI Wates who took children's literature courses. This study aims to determine whether there is an influence of the level of student creativity on the ability to make children's literature. The influence of student learning creativity on the achievement of learning outcomes by 23% shows the tendency of the results of making children's literary works to significantly depend on the creativity of students. From the results of the study it can be concluded that the higher the creativity of students, the higher the ability to make children's literature is achieved. Keywords: Creativity, Students, Children's Literature REFERENCES Borodina, T., Sibgatullina, A., & Gizatullina, A. (2019). Developing Creative Thinking in Future Teachers as a Topical Issue of Higher Education. Journal of Social Studies Education Research, 10(4), 226–245. Bozhkova, G. N., Shastina, E. M., Kalimullina, O. V., & Shatunova, O. . (2019). Study of literary images of gifted characters in optional activities as a means to develop capable and talented youth. Space and Culture, 7(1), 264–273. https://doi.org/10.20896/saci.v7i1.463 Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Journal Thinking Skills and Creativity, 16(1), 51–61. https://doi.org/10.1016/j.tsc.2015.01.002 Djuanda, D. (2014). Pembelajaran sastra di SD dalam gamitan Kurikulum 2013. Mimbar Sekolah Dasar, 1(2), 191–200. https://doi.org/https://doi.org/10.53400/mimbar-sd.v1i2.882 Faidah, C. N. (2018). 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Analisis nilai pendidikan karakter pada buku dongeng dan cerita rakyat untuk siswa sekolah dasar. TRIHAYU: Jurnal Pendidikan Ke-SD-an, 8(2), 1398–1401. https://doi.org/10.30738/trihayu.v8i2.11825 Ramdani, A., & Artayasa, I. P. (2020). Keterampilan berpikir kreatif mahasiswa dalam pembelajaran IPA menggunakan model inkuiri terbuka. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(1), 1–9. https://doi.org/10.24815/jpsi.v8i1.15394 Ritter, S. M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PLoS ONE, 15(3). https://doi.org/10.1371/journal.pone.0229773 Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2020). Creative thinking skills of prospective physics teacher. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1521/2/022012 Sani, R. A. (2019). Pembelajaran berbasis HOTS. Tira Smart. Schoevers, E. M., Leseman, P. P., Slot, E. 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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values ​​by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values ​​among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values ​​of tolerance among religious students are not taught, but the values ​​of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time. Keywords: Early Childhood Education, Tolerance Values in Religion References: Adams, K. (2019). Navigating the spaces of children’s spiritual experiences: influences of tradition(s), multidisciplinarity and perceptions. International Journal of Children’s Spirituality, 24(1), 29–43. https://doi.org/10.1080/1364436X.2019.1619531 Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Atamturk, N. (2018). The role of English as a foreign language classes in tolerance education in relation to school management practices. Quality and Quantity, 52, 1167–1177. https://doi.org/10.1007/s11135-017-0575-7 Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Bano, M., & Ferra, E. (2018). Family versus school effect on individual religiosity: Evidence from Pakistan. International Journal of Educational Development, 59(August 2017), 35–42. https://doi.org/10.1016/j.ijedudev.2017.10.015 Coleman, E. B., & Eds, K. W. (2011). Religious Tolerance, Education and the Curriculum. In Religious Tolerance, Education and the Curriculum. https://doi.org/10.1007/978-94-6091-412-6 Elza, Y., Handini, M. C., & Abdurrahman, M. (2018). The Effects of Storytelling Method with Audiovisual Media and Religiosity toward Clean and Healthy Living Program Behaviour ( CHLB ) of Early Childhood. International Journal of Multidisciplinary and Current Research, 6(June), 547–552. Ene, I., & Barna, I. (2015). Religious Education and Teachers’ Role in Students’ Formation towards Social Integration. Procedia - Social and Behavioral Sciences, 180(November 2014), 30–35. https://doi.org/10.1016/j.sbspro.2015.02.081 Ergun, S. J., & Rivas, M. F. (2019). The effect of social roles, religiosity, and values on climate change concern: An empirical analysis for Turkey. Sustainable Development, 27(4), 758–769. https://doi.org/10.1002/sd.1939 Faas, D., Smith, A., & Darmody, M. (2018). Children’s Agency in Multi-Belief Settings: The Case of Community National Schools in Ireland. Journal of Research in Childhood Education, 32(4), 486–500. https://doi.org/10.1080/02568543.2018.1494645 Firdaus, E. (2018). The Learning of Religious Tolerance among Students in Indonesia from the Perspective of Critical Study. IOP Conference Series: Earth and Environmental Science, 145(1). https://doi.org/10.1088/1755-1315/145/1/012032 Ganjvar, M. (2019). Islamic Model of Children’s Spiritual Education (CSE); its influence on improvement of communicational behaviour with non-coreligionists. International Journal of Children’s Spirituality, 24(2), 124–139. https://doi.org/10.1080/1364436X.2019.1624254 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Kirschenbaum, H. (2019). Models of Values Education and Moral Education in the Era of the Fourth Industrial Revolution. 8(2), 103–109. Lehtonen, M. (2019). The Development of Religious Tolerance: Co-operative Board Games with Children and Adolescents. IATL Reinvention: An International Journal of Undergraduate Research, 2(2). Retrieved from https://warwick.ac.uk/fac/cross_fac/iatl/reinvention/ Łowicki, P., & Zajenkowski, M. (2019). Empathy and Exposure to Credible Religious Acts during Childhood Independently Predict Religiosity. International Journal for the Psychology of Religion, 00(00), 1–14. https://doi.org/10.1080/10508619.2019.1672486 Maussen, M., Bader, V., Dobbernack, J., Modood, T., Olsen, T. V., Fox, J., & Vidra, Z. (2012). Tolerance and cultural diversity in schools Comparative report. Amsterdam. Miedema, S., & Bertram-Troost, G. (2008). Democratic citizenship and religious education: Challenges and perspectives for schools in the Netherlands. British Journal of Religious Education, 30(2), 123–132. https://doi.org/10.1080/01416200701830970 Moore, D. . (2007). Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education. US: Palgrave Macmillan. Niculescu, R. M., & Norel, M. (2013). Religious Education an Important Dimension of Human’s Education. Procedia - Social and Behavioral Sciences, 93, 338–342. https://doi.org/10.1016/j.sbspro.2013.09.200 Pandya, S. P. (2019). Spiritual education programme (SEP) for enhancing the quality of life of kindergarten school children. Pastoral Care in Education, 37(1), 59–72. https://doi.org/10.1080/02643944.2018.1562493 Parekh, B. (2019). Ethnocentric Political Theory. Ethnocentric Political Theory, 263–284. https://doi.org/10.1007/978-3-030-11708-5 Sari, A. D. P., & Indartono, S. (2019). Teaching Religious Tolerance Through Social Studies Education Based On Multicultural Approach. 323(ICoSSCE 2018), 214–219. https://doi.org/10.2991/icossce-icsmc-18.2019.40 Scheiner, P. (2015). Crossings and Crosses: Borders, Educations, and Religions in Northern Europe. Boston/Berlin: Walter de Gruyter Inc. Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Stockinger, H. (2019). Developing spirituality–an equal right of every child? International Journal of Children’s Spirituality, 24(3), 307–319. https://doi.org/10.1080/1364436X.2019.1646218 Thibodeau, R. B., Brown, M. M., Nancarrow, A. F., Elpers, K. E., & Gilpin, A. T. (2018). Conceptual Similarities among Fantasy and Religious Orientations: A Developmental Perspective. Journal of Cognition and Culture, 18(1–2), 31–46. https://doi.org/10.1163/15685373-12340021 Tratner, A. E., Sela, Y., Lopes, G. S., Ehrke, A. D., Weekes-Shackelford, V. A., & Shackelford, T. K. (2017). Individual differences in childhood religious experiences with peers. Personality and Individual Differences, 119, 73–77. https://doi.org/10.1016/j.paid.2017.06.045 UNESCO. (2015). Second UNESCO Forum on Global Citizenship Education: Building Peaceful and Sustainable Societies (Paris, 28-30 January 2015). Final Report. (January), 1–22. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/FinalReport-GCED_21April.pdf Uzefovsky, F., Döring, A. K., & Knafo-Noam, A. (2016). Values in Middle Childhood: Social and Genetic Contributions. Social Development, 25(3), 482–502. https://doi.org/10.1111/sode.12155 Van Der Walt, J. L. (2014). Towards an instrument for measuring religious tolerance among educators and their students worldwide (Potchefstroom Campus-North-West University). Retrieved from https://www.driestar-educatief.nl/medialibrary/Driestar/Engelse-website/Documenten/2014-VanderWalt-Measuring-religious-tolerance-in-education.pdf Yulianti, E., Sutarto, J., & Sugiyo. (2019). Sentra Nasima Learning Strategies to Enhance Religious Nationalist Characters in Kindergarten. Journal of Primary Education, 8(69), 238–247.

Introduction Indonesian cultural productions use the Indonesian War of Independence (1945-1949) as inspiration for the war’s remembrance in popular culture such as in films (Arps; Irawanto), music, and mobile games, while a special emphasis on wearing historical costumes is made during the anniversary of Indonesia’s declaration of independence. Nowhere is this clearer than in Indonesian historical re-enactment. Although Indonesia has seen a rise in historical re-enactment groups for the last couple of years, the absence of scholarly research on the topic reflects how Indonesian historical re-enactment is still an understudied mode of cultural remembering in the nation. Yet in their uses of costume and media, these groups construct a complex form of remembering where local interests and national aspirations play a key role. Based on principal fieldwork carried out over a period of seven months in 2017 and 2018, the central case study here is the remembrance of the Serangan Umum 1 Maret 1949 (“General Offensive of 1 March 1949”, hereafter: Serangan Umum) by the Yogyakarta-based re-enactor group Komunitas Djokjakarta 1945. On the basis of participant observation, semi-structured in-depth interviews, and discourse analysis, this article critically analyses the re-enactors, their performances in public spaces, and the representations of their performances on social media. The one-hour interviews were conducted in Indonesian or English, whichever the respondents preferred. The re-enactors (six male, five female) were between eighteen and thirty-four years old. Most recently completed levels of education ranged from a high school diploma to a university’s Master’s degree. Amongst them were university students, a high school student, an elementary school teacher, an entrepreneur, an artist, a photographer, and a manager. With a special emphasis on claimed authentic clothing and attributes, they present their ‘image’ through two main media: teatrikals (public street performances) and the use of the social medium Instagram. The performance of memory, or “doing memory”, is related to agency (Plate and Smelik 2-3; 15). Even though such doing-acts are at times habitual, cultural memory can be understood as the product of collective agency (Bal vii). This is indeed prevalent in historical re-enactment communities where the collective constructs a version of the past. More important still are the role of narratives herein as “narrative memories, even of unimportant events, differ from routine or habitual memories in that they are affectively colored, surrounded by an emotional aura that, precisely, makes them memorable” (Bal viii). The collective act of Indonesian historical re-enactment becomes a memorable form of cultural recall that is consciously performed and constructed as a narrative memory. The body in historical re-enactment functions as a vehicle for meaning-making (Agnew, Lamb, and Tomann 7). As the body becomes the medium upon and through which memory is performed, the individual historical re-enactor becomes a producer and consumer of cultural memory. Subsequently, historical re-enactment communities can be seen as user communities that actively participate in content creation. As such, the role of the consumer, user, producer, and creator is inextricably interwoven through the performance (Bruns). This is performatively demonstrated by Indonesian re-enactment groups through both costume and media. This article answers how teatrikals and Instagram, as different forms of mediation, shape performative memories of the Indonesian War of Independence. Drawing from media, re-enactment, and cultural memory studies the article lays bare how embodied and mediated memories are created by combining local and national identity formation through a drive for authenticity in clothing and story. I argue that there is no clear divide between embodiment and mediation of the past, as both are folded into each other for the re-enactors. Komunitas Djokjakarta 1945 Komunitas Djokjakarta 1945 (hereafter: Komunitas D45) is a historical re-enactment community, comprised of approximately sixty-five core members of whom practically all are male, although its composition varies. They re-enact the history of Indonesia and in particular the Javanese city of Yogyakarta, focussing on the violent era from 1943 until 1949. The community is modelled after the Brigade X, which was once led by lieutenant colonel Suharto, later the second president of Indonesia. In their re-enactments, they try to be as authentic as possible towards their clothing and attributes of that specific period in time. The combination of Yogyakarta as décor of significant historical events during the war; the subsequent widely circulating representations of these events in popular culture; the city’s role as cultural node for the performing arts within the country; and the commemorations in the city itself (Ahimsa-Putra 165) add to the significance of Komunitas D45’s representations of the past. This significance also lies in a paradox: although the reasons above give Yogyakarta gravitas when it comes to representing the war, community members are adamant that the city is undervalued in national commemorations of it. Komunitas D45’s main annual re-enactment is that of the Serangan Umum, which was partly re-enacted during the re-enactments I studied in 2017 and 2018. This specific battle is significant as it is seen as a crucial moment during the Indonesian War of Independence. The Serangan Umum was an offensive in the early morning of the first of March 1949 in which Indonesian fighters attacked Dutch-occupied Yogyakarta. The Indonesian fighters were able to take hold of Yogyakarta for six hours, before retreating and with that returning control back to the Dutch. With their practices, Komunitas D45 is a memory community which is based on the establishment of an experiential site during their performances. A historical re-enactment consisting of re-enactors, fireworks, sound effects, and an engaged audience can be considered an experiential site where prosthetic memory emerges, meaning artificial memories (as opposed to memories based on lived experiences) that are sensuous and based on the experience of mass-mediated representations (Landsberg 20). Costume is a means to mediate the past and it is one of the key elements for the re-enactors of Komunitas D45. The teatrikal of the Serangan Umum 1 Maret 1949 “That, that’s an A1 gun. From England,” one re-enactor explained as he showed me a gun. “This is a Sten Gun, Mk. II,” he continued, “that one is usually used by regular soldiers. This one is usually used by someone that portrays lieutenant colonel Suharto.” The relationship between re-enactors and their possessions are “deeply contextualized in the knowledge and use of these objects, embedded in the sense of themselves as creative individuals.” (Hall in Gapps 397). This is on the one hand demonstrated by the re-enactors' historical knowledge of the costumes worn and weapons used, and on the other hand by their ability to build lifelike imitations of these attributes. To make sure that the battles look as authentic as possible, the re-enactors of Komunitas D45 make use of various props and attributes. Some of the actors use sachets of fake blood, made by mixing honey and food colouring or condensed milk, to recreate being shot. During the re-enactments, they bite the sachets and let the fake-blood run down their faces and clothes, imitating being wounded. The military costumes they wear are based on historical books and photos. Some weapons are bought, others are self-made imitations from wood and metal, which cost about a month or two to create. Just like other re-enactors they “go to extraordinary lengths to acquire and animate the look and feel of history” (Gapps 397). Stephen Gapps addresses this need for authenticity as ‘the Holy Grail’ for re-enactors although he mentions that they “understand that it [authenticity] is elusive – worth striving for, but never really attainable” (397). While authenticity indeed seems to be the ‘holy grail’ for Indonesian re-enactors, what authenticity looks like and how it is performed differs. In the case of Komunitas D45, authenticity is firstly constructed in terms of costume and attributes, although the desire to be authentic also resonates in the construction of historical veracity of the narrative and in costumes as a pedagogical tool to create embodied memories. This interplay between narrative and costume is needed at the risk of objects remaining inanimate (Samuel 384). Objects, Raphael Samuel writes, must be “restored to their original habitat, or some lifelike replica of it, if they are to be intelligible in their period setting” (Samuel 384). This is precisely what re-enactors do with costume and props, resulting in the re-enactment of events “in such a way as to convey the lived experience of the past.” (Samuel 384). Yet these re-enactors have not lived experiences of the war, and hence prosthetically embody memories of the past. The desire for authenticity structurally returned in the interviews I conducted with the community members. Thus, the whole performance is produced with the community’s underlying desire to be as authentic as possible with the main focus on their costumes and attributes. This is common for historical re-enactors as they are able to “describe their clothing and equipment in great detail, for the authentic object is deeply bound up with the way history might feel” (Gapps 398). Stephen Gapps goes even further by suggesting that “like historians, reenactors not only tell stories but also cite evidence: the footnote to the historian is the authentic (recreated) costume to the reenactor” (398). The costume is a means to construct a memory narrative, to perform a memory, for re-enactors. Costume is thus a mnemonic device and the central argument has to do with ‘the image’. An analysis of the community presents conflicting statements on the exact role of authenticity. There is not a clear course for it as it reveals a jumping nature. There are multiple authenticities and veracity is only one of its intentions. During the re-enactments, costume and prop are the things that enable claims about authenticity. In the photographs on social media, the affordances show something different. What appears to be more important than historiography or studying an authentic past, for instance, is the so-called ‘image’ of historical re-enactment. This has an equivocal and concomitant meaning in that it means image as a resemblance of the past; image as an impression to others; and image as visual reproduction. Image, thus, crosses boundaries between re-enactment and photographic representation. It is through conventions of authenticity that re-enactors comprehend, translate, and appreciate one another’s creativity. Through a desire for authenticity, the past is made concrete and perceptible. Yet, interestingly this ‘authenticity’ does not only refer to the re-enactment itself, but extends to the photographs they publish and circulate via their Instagram account, or what the re-enactor Mas Nicholas (M, 18, high school student) called “the image later”. When I interviewed Mas Nicholas, I asked him whether a uniform or gun could be part of the teatrikal when it does not resemble those from that historical period. “Don’t do it. Don’t do it.”, he answered, “It will merusak citra nanti (“ruin the image later”)”. Authenticity and Authority over the Past The drive for authenticity also plays a role in selecting “one or more best pictures” for their personal social media. During the teatrikal, many photographs are taken and they present a careful selection publicly via their Instagram account. When modern items such as mobile phones are spotted, the re-enactors deem the photographs as “foto bocor” (“leaky photos”), because the present seeps in. Similarly, in previous teatrikals, smiling passerby and pens forgotten in pockets of costumes have made the photo “bocor” (“leak”) or “mengurangi nilai keindahan foto” (“reduce the value of the beauty of the photo)”. Besides the importance of re-enactment and costume in their photos, their Instagram page also constructs a discourse of authenticity by using Instagram’s affordances and through the content of the photographs. Social media affordances can be seen as the perceived range of possible actions linked to the features of a social media platform (Bucher and Helmond 3). On the basis of such an understanding, three patterns can be discerned with which a discourse of historical accuracy is constructed, which invokes historical veracity. The first pattern is constructed through the use of a filter, making photos black and white. This is a common technique in popular culture to simulate the look of historical photographs. It is also used in the second pattern that evokes authenticity: the re-enactment of historical photographs. Again, the Instagram filter is used to create a sense of authenticity, but memory is also actively embodied by positioning themselves similarly to the people on the original photo as well as copying the dress of the original photographed people. The last pattern that can be recognised is the portrayal of the community’s ostensible secondary activities. These range from visiting independence museums to clean weapons in the collections and taking detailed pictures of them; cleaning of monuments dedicated to the Indonesian War of Independence in fear of neglect; performing teatrikals at schools to educate the public; and conversing with the Chief of Staff of the Indonesian Air Force signifying military approval. All whilst dressed in historical costume. This shows that there is no clear distinction between how the teatrikals are staged in costume and the activities beyond it. The images of these activities function as an additional argument for a claim to truth. It displays a further engagement with history and shows their relation with authoritative persons and institutions, constructing them too as authoritative. The image constructed on Instagram is one of diligent volunteers, thorough researchers, and good patriots. In all, this validates the re-enactors and their re-enactments. Costumes are thus continuously used in the discursive image of historical re-enactment. In their use of Instagram’s affordances and the careful selection of photos, media is used to perform a specific memory that combines local and national identity formation. A key aspect of this mediated culture of remembrance is how it is grounded in the concrete location that is Yogyakarta. The Indonesian historical re-enactments by Komunitas D45 are an example of such regional remembrance, producing local memory from the region of Yogyakarta. The secondary activities in particular underscore the politics of remembrance. It is a feeling, explicitly communicated by several community members, that the role of Yogyakarta in national history is underplayed when it comes to the Indonesian War of Independence. In particular, the idea that the Serangan Umum was not only an important battle for the city of Yogyakarta, but for the whole nation, as Indonesia put itself on the world map due to the battle. Authenticity and authority over the past is combined here into one event. The ‘Image’ of Indonesian Historical Re-Enactment I have tried to illustrate how Indonesian historical re-enactment forms performative memories through costume and media. Komunitas D45 constructs an idea of authenticity through the look and feel of their costumes. Moreover, in the way in which they position themselves through media, authenticity is constructed by black and white imagery, re-enactments of historical photographs, and their secondary activities. With this authenticity, Komunitas D45 creates a discourse of historical accuracy. But how do embodied memories and mediated memories come together? There is no clear divide between embodiment and mediated memories as they are folded into each other for the re-enactors. Embodiment and mediated memory are two parts of the same coin. That coin being a mnemonic image-event. Re-enactment (costume) together with how it is subsequently presented (media) can be considered as what Karin Strassler has called an “image-event”, that is, “a political process set in motion when a specific image or set of images erupts onto and intervenes in a social field, becoming a focal point of discursive and affective engagement across diverse publics” (9-10). The circulating depictions of the Serangan Umum, both through costume and media, constitute an unfolding mnemonic image-event that negotiates with democratic ideals from Indonesia’s Reformasi movement such as “openness, accountability, authenticity, the free circulation of information, and popular participation” (9). In short, Komunitas D45 deals with the complex question of how to remember the Indonesian War of Independence. Strassler’s emphasis on the political in image-events, “in which images become the material ground of generative struggles to bring a collectivity into view and give shape to its future”, not only relates to the past, but also the present (10). Both the local Yogyakartan and national Indonesian past during the Indonesian War of Independence are remembered simultaneously through the historical re-enactments. Authenticity in clothing and in the constructed online narrative is used as a tool for authority over the image of historical re-enactment in its threefold meaning: the likeness of the past they re-enact; how others perceive their re-enactment; and how they circulate the re-enactment to others. Thus, while Indonesian historical re-enactment searches authenticity in the past, it performs prosthetic memories for the future. Acknowledgements The research for this article was funded by a ‘PhD in the Humanities’ grant from the Dutch Research Council (NWO). References Agnew, Vanessa, Jonathan Lamb, and Juliane Tomann (eds.). The Routledge Handbook of Reenactment Studies: Key Terms in the Field. London: Routledge, 2019. Ahimsa-Putra, Heddy Shri. “Remembering, Misremembering and Forgetting: The Struggle over Serangan Oemoem 1 Maret 1949 in Yogyakarta, Indonesia.” Contestations of Memory in Southeast Asia. Eds. Roxana Waterson and Kwok Kian-Woon. Singapore: NUS P, 2012. 156-182. Arps, Arnoud. “An Animated Revolution: The Remembrance of the 1945 Battle of Surabaya in Indonesian Animated Film.” Southeast Asian Media Studies 2.1 (2020): 101-117. Bal, Mieke. “Introduction.” Acts of Memory: Cultural Recall in the Present. Eds. Mieke Bal, Jonathan Crewe, and Leo Spitzer. Hanover: University Press of New England, 1999. viii-xvii. Bruns, Axel. Blogs, Wikipedia, Second Life and Beyond: From Production to Produsage. New York: Peter Lang, 2008. Bucher, Taina, and Anne Helmond. “The Affordances of Social Media Platforms.” The SAGE Handbook of Social Media. Eds. Jean Burgess, Thomas Poell, and Alice Marwick. London: SAGE, 2018. 1-41. Gapps, Stephen. “Mobile Monuments: A View of Historical Reenactment and Authenticity from Inside the Costume Cupboard of History.” Rethinking History 13.3 (2009): 395-409. Irawanto, Budi. “Spectacularity of Nationalism: War, Propaganda and Military in Indonesian Cinema during the New Order Era.” Southeast Asia on Screen: From Independence to Financial Crisis (1945-1998). Eds. Gaik Cheng Khoo, Thomas Barker, and Mary J. Ainslie. Amsterdam: Amsterdam UP, 2020. 111-130. Landsberg, Alison. Prosthetic Memory. The Transformation of American Remembrance in the Age of Mass Culture. New York: Columbia UP, 2004. Plate, Liedeke, and Anneke Smelik (eds.). Performing Memory in Art and Popular Culture. New York: Routledge, 2013. Samuel, Raphael. Theatres of Memory: Past and Present in Contemporary Culture. London: Verso, 1994. Strassler, Karen. Demanding Images: Democracy, Mediation, and the Image-Event in Indonesia. Durham: Duke UP, 2020. Zurbuchen, Mary. “Historical Memory in Contemporary Indonesia.” Beginning to Remember: The Past in the Indonesian Present. Singapore: NUS P, 2005. 3-37.

Aims: This study aims to describe the efforts of teachers in implementing values education in social studies learning Study Design: This research was designed using a qualitative approach with a case study method. Place and Duration of Study: The study was conducted in 2018 from November to April 2019, in Yogyakarta Indonesia. Methodology: Subjects were 20 social studies teachers in Yogyakarta. Data collection techniques using interviews, observation, and documentation. Data validity is done by source triangulation. Data analysis using Creswell's analysis model. Results: The results showed that; Values ​​education in social studies learning is done by identifying values ​​that are relevant to the material and learning strategies, incorporating them in learning tools, integrating learning activities, and through social studies learning assessments. The teacher identifies values ​​by linking general learning achievements, school vision and mission, learning material, and learning methods. In the curriculum in Indonesia, several basic values ​​are included in the learning outcomes. The inculcation of values ​​in learning activities is carried out directly by linking the material with values, and indirectly by providing learning activities to students which also provide student learning experiences. Conclusion: Values education in social studies learning starts from learning planning, learning implementation, and learning assessment. Values education in social studies learning is done indirectly.

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

The purpose of this paper, within the altruistic, intrinsic, or extrinsic motives framework, was to report the qualitative findings on the undocumented motives of English as a foreign language (EFL) female student teachers to become a teacher by choosing a teacher education program at one public university in Jambi, Sumatra, Indonesia. The data were collected through demographic profiles and semi-structured in-depth interviews with 21 EFL female student teachers. Whereas personal interests and aptitudes undoubtedly act an important role to embark on a journey to become a teacher, our findings indicated that the female student teachers’ desire to enter a teacher education program was driven by a strong mixing of altruistic motives (idealistic and social mission such as helping society become better in future, helping rural and remote areas, shaping future educated generation, and loving to work with young generation), intrinsic motives (intellectual mission, role models’ continuation, and personal fulfillment), and extrinsic motives (compatible work schedules and a hero status at school and in society). Implications and suggestions for future research are also discussed.

Despite numerous studies on ICT-ELT integration, little is known about how English teachers in vocational schools in Asia and particularly in Indonesia integrate ICT into their English lessons. To fill this gap, this study aims to investigate how vocational English teachers integrate ICT into their English teaching practices in vocational high school settings. It specifically examines vocational high school English teachers’ reasons for using ICT, the ways the English teachers integrate ICT into their English lessons, and their perceptions of benefits and challenges of incorporating ICT into English classrooms. Guided by a case study design, three EFL teachers teaching at vocational high schools where ICT tools were readily available were recruited to participate in the study. Empirical data were collected through interviews and classroom observations. It was found that the teachers were self-motivated to use ICT in their English lessons due to their interests and positive attitudes towards ICT. This study also showed that the English teachers integrated ICT into their English lessons for different reasons. All the teachers agreed on the benefits of ICT-ELT integration to facilitate their learning and teaching process. They also shared the same view on the challenges they encountered when using ICT tools in the classroom. They voiced the need for training on ICT in ELT. This study highlights the importance of school support so as to promote ICT-based language teaching by providing adequate technology access and facilities as well as professional training in ICT for language teachers.

Language learning strategies are crucial for learning English as a foreign language (EFL). This study sought to reveal language learning strategies used by Daniela, an Indigenous Papuan student, in developing her knowledge and skills in English. To gain this objective, a case study (Kohlbacher, 2006) using an in-depth interview was employed. Collected data were qualitatively analyzed using descriptive analysis techniques. Results of data analysis revealed two main categories of learning strategies used by Daniela in solving her learning problems, namely direct and indirect learning strategies. In direct learning strategies Daniela dealt with memory, cognition, and compensation strategies, while in indirect learning strategies she dealt more with metacognitive, affective, and social strategies. Apart from these findings, this study also revealed Daniela’s performance in English is mostly influenced by her reading hobby, internal motivation, positive attitude towards English, her personality (diligent and independent), and her dream to become a vocational English teacher. Results of this study may be useful for the head of school to encourage English teachers to provide learners with diverse learning tasks to elicit the use of various learning strategies.