Paper presented to Asia TEFL conference 2022 in Malang, Indonesia by Neny Isharyanti and Debora Tri Ragawanti.

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Isharyanti, N.
In the Search for Enabling
and Constraining
Arrangements for Better
Teaching Practices: EFL
Teachers’ Narratives
Neny Isharyanti [& Debora Tri Ragawanti]

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Isharyanti, N.
To identify the arrangements in the teacher
certification program (PPG) that enable or
constrain in-service EFL teachers to do
their teaching practicum.
Aim of the Study

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Isharyanti, N.
Participants
15 teachers
10 JHS
5 SHS
8 West
5 Central
3 East
Research
Paradigm
Qualitative
Narrative
Inquiry
Data
Collection
Narrative
Reports
Teaching
Practicum
Experiences
Data
Analysis
Thematic
Analysis
Mindmapping
Theoretical
Framework
Practice
Architectures
Cultural-
Discursive
Arrangements
Material-
Economic
Arrangements
Social-Political
Arrangements
The Study
Pendidikan Profesi Guru (PPG)
Batch 4
Academic year 2021

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Isharyanti, N.

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Isharyanti, N.

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Isharyanti, N.

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Isharyanti, N.

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Isharyanti, N.
Cultural-
Discursive
Arrangements
Discourses
Problem-Based Approach

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Isharyanti, N.
Pedagogical
Theories &
concepts
Cultural-Discursive
Arrangements
• Program
Topics
1st phase
• Material
Design
2nd phase
• Teaching
Practicum
3rd phase

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Isharyanti, N.
Problem-
based
Approach
Cultural-Discursive
Arrangements
• Problem
Current
Practice
• Solution
Future
Practice

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Isharyanti, N.
Discourses &
Problem-based
Approach
Lacked of pedagogical (participant 7),
technology (participant 5, 7, 12), &
subject knowledge (participant 7)
competence
Teacher qualification standard (the
Ministry of National Education
regulation 16/2007).
Teacher Professional Development
(HOTs, TPACK)
Teacher-centred learning (participant
1, 6, and 14)
Learner-centeredness and learner
autonomy in the 21st century learning
characteristics
More innovative teaching strategies
Students
Students’ lack of active involvement in
the learning activities (participant 1, 6,
7, 8, 9, 11, 12, 14),
Unable to do the activities (participant
1, 5, 6, 8, 9, 13, 14)
Conducting need analysis
Providing alternative or additional
activities that are project-based,
HOTs-oriented, or involving
technology.
Having low confidence in doing the
tasks (participant 1, 7, 12, 15)
Having low motivation in engaging in
the activities (participant 5, 6, 8, 9, 11,
15)
Motivating students
Cultural-Discursive Arrangements

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Isharyanti, N.
Material-
Economic
Arrangements
Assessment Requirements

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Isharyanti, N.
• Online Teaching
Practicum
• Video evidence
• Number of students
Assessment
Requirements
• Technology-related
problems
• Time Management
• Teaching Environment
• Students’ Availability
Problems
Assessment
Requirements
Material-Economic
Arrangements

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Isharyanti, N.
Assessment
Requirements
Technology-
related
problems
Internet connection problems (participant
1, 2, 3, 5, 6, 7, 8, 12, 13, 14)
Limitation of access in using devices or
learning apps (participant 1, 5, 6, 7, 12,
13, 14, 15)
Failures to record video (participant 3, 5,
7, 11) or audio (participant 1, 5, 9, 11,
12, 13), or the quality of lighting
(participant 3, 11)
Time
Management
Finishing the teaching session on time
(participant 1, 5, 6, 7, 8, 10, 11, 13, 14).
Internet access problems
Material difficulty
Filling the session with enough learning
activities (participant 7, 8, 10, 13, 14).
Material-economic problem (e.g. uninteresting teaching materials,
the necessity to let students to have Friday prayer break)
Cultural-discursive arrangement problems (e.g. the participants’ lack
of classroom management or teaching techniques, the students’
lack of competences in using the language or the technology)
Material-
Economic
Arrangements

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Isharyanti, N.
Assessment
Requirements
Teaching Environment
(participant 6, 7, 9, 12)
Not conducive for delivering
the course online
Not ideal for getting quality
recording
Students’ Availability
(participant 4, 7, 10, 14, 15).
Students being sick
Having no access to the
internet
The necessity to attend other
school/community events or
vaccination drives on the day
Scheduling problems
Material-
Economic
Arrangements

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Isharyanti, N.
Social-Political
Arrangements
The relationships with the
school’s stakeholders

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Isharyanti, N.
Relationship
with the
School’s
Stakeholders
Social-Political
Arrangements
• Problems
Other
Arrangements
• Colleagues
• Students
• School’s
Principal
Relationships

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Isharyanti, N.
Problems
Technology
School
Colleagues
Transactional
Students
Power
contestation
Teaching
Practicum
School
Principal
Permissions
Students’
Availability
PPG
Program
Colleagues
Collegial
Social-
Political
Arrangements

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Isharyanti, N.
PPG program
design
Training Topics
Assessment
Requirements
Cultural-Discursive
Arrangements
Discourses
Problem-based Approach
Material-Economic
Arrangements
Technology-related problems
Time Management
Teaching Environment
Students’ Availability
Social-Economic
Arrangements
Transactional
Power Contestation
Collegial
Conclusions &
Recommendations

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Isharyanti, N.
Any questions?
Thank you!

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Isharyanti, N.
Neny Isharyanti, Ph.D., AFHEA
Universitas Kristen Satya Wacana
Salatiga, Indonesia
neny.isharyanti@uksw.edu
@nenyish
0857-4000-1857
Dr. Debora Tri Ragawanti
Universitas Kristen Satya Wacana
Salatiga, Indonesia
debora.ragawanti@uksw.edu
0815-6663-400

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Isharyanti, N.
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