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Papers by Nurhapsari Astriningsih

Research paper thumbnail of Motivation to Learn English: Why Indonesian Adult Learners Join a Community of Interest

ANIMA Indonesian Psychological Journal, 2019

The importance of having a mastery of the English language has motivated language students to lea... more The importance of having a mastery of the English language has motivated language students to learn, not only in class, but also through other informal extra-curricular activities. One of these activities is gathering together in communities of interest. Motivation has been proven to have an impact on the success of learners in organizing their language-learning activities. Via Likert-scale questionnaires and semi-structured interviews, this study has examined motivation towards the study of English amongst members of a community of interest in Yogyakarta, Indonesia. The participants in this study were 85 English language club members, studying across a number of fields in several Yogyakarta universities. Six participants were then chosen for interview. On the basis of quantitative and qualitative analysis, these learners showed a high level of motivation in all aspects, with slight dominance for intrinsic and instrumental motivation. The research offered implications for further st...

Research paper thumbnail of Teacher agency in coping with the tensions within standardized curriculum implementation

This study explored the differences of tensions in teaching encountered by four English teachers ... more This study explored the differences of tensions in teaching encountered by four English teachers of two distinctive junior high schools (i.e. private and public), and how they enacted their agency within their respective contexts, in the face of mandated curriculum implementation. Although teaching is generally seen as an open profession, where teachers are required to comply with external demands, what makes it a meaningful business is the true capability of teachers to navigate themselves across various expectations, bringing forward their moral purposes so as to meet each individual student's needs. Looking through the background, the present research aimed to take a closer look at this phenomenon. Two research questions guided this research. First, how do the tensions within the standardized curriculum implementation faced by English teachers in public school differ from those of private school teachers? Second, how do the English teachers of public school and private school manifest their agency within the tensions in each school setting? A case study, this research gathered inquiry data through interviews with four English teachers from two types of junior high schools, private and public. In addition, content analysis of teachers' lesson plans and class observations were conducted to triangulate the data obtained from the interviews. The researcher developed a categorization of the source of tensions in teaching based on Carr (1998) and Pillen, Beijaard and Den Brok (2013) to investigate the opposing forces faced by the teachers in each school setting. To analyze teacher agency within the curriculum implementation, Priestly, Biesta, and Robinson's (2013) and Shawer's (2010) theories on teacher agency and curriculum conceptualization were used. Data analysis showed two school cultures demand unique expectations on their teachers. The private school sought more internal values, focusing on the meaningmaking processes in teaching. In contrast, the public school sought to meet compliance to the requirements set by the Ministry of Education and Culture. Accordingly, the teachers of private school had much freedom to exercise their agentive choices and action, and those of public school were much more constrained to express their own agentive choices.

Research paper thumbnail of Written Speech Acts Found in Advertisements on Indonesian Online News Websites

ELT Worldwide: Journal of English Language Teaching

This study attempts to help senior high school English teachers in developing their teaching mate... more This study attempts to help senior high school English teachers in developing their teaching material about advertisement, which is included in the state mandated curriculum. Having analyzed 20 advertisements, we found two types of speech acts, namely representatives and directives. The representative acts used were 59% and directive acts were 41% of the data. The advertisement strategy in Indonesia utilized representative acts, which intended to highlight the good quality of the products or services, whereas, the use of directive acts was situational since it is usually preceded by the appearance of representative acts. Since both speech acts frequently appeared in the advertisements on Indonesian online news websites, we recommend that teachers should provide exposures toward the linguistic features, which support students’ ability to produce advertisement texts containing representative and directive acts.

Research paper thumbnail of Motivation to Learn English: Why Indonesian Adult Learners Join a Community of Interest

ANIMA Indonesian Psychological Journal, 2019

The importance of having a mastery of the English language has motivated language students to lea... more The importance of having a mastery of the English language has motivated language students to learn, not only in class, but also through other informal extra-curricular activities. One of these activities is gathering together in communities of interest. Motivation has been proven to have an impact on the success of learners in organizing their language-learning activities. Via Likert-scale questionnaires and semi-structured interviews, this study has examined motivation towards the study of English amongst members of a community of interest in Yogyakarta, Indonesia. The participants in this study were 85 English language club members, studying across a number of fields in several Yogyakarta universities. Six participants were then chosen for interview. On the basis of quantitative and qualitative analysis, these learners showed a high level of motivation in all aspects, with slight dominance for intrinsic and instrumental motivation. The research offered implications for further st...

Research paper thumbnail of Teacher agency in coping with the tensions within standardized curriculum implementation

This study explored the differences of tensions in teaching encountered by four English teachers ... more This study explored the differences of tensions in teaching encountered by four English teachers of two distinctive junior high schools (i.e. private and public), and how they enacted their agency within their respective contexts, in the face of mandated curriculum implementation. Although teaching is generally seen as an open profession, where teachers are required to comply with external demands, what makes it a meaningful business is the true capability of teachers to navigate themselves across various expectations, bringing forward their moral purposes so as to meet each individual student's needs. Looking through the background, the present research aimed to take a closer look at this phenomenon. Two research questions guided this research. First, how do the tensions within the standardized curriculum implementation faced by English teachers in public school differ from those of private school teachers? Second, how do the English teachers of public school and private school manifest their agency within the tensions in each school setting? A case study, this research gathered inquiry data through interviews with four English teachers from two types of junior high schools, private and public. In addition, content analysis of teachers' lesson plans and class observations were conducted to triangulate the data obtained from the interviews. The researcher developed a categorization of the source of tensions in teaching based on Carr (1998) and Pillen, Beijaard and Den Brok (2013) to investigate the opposing forces faced by the teachers in each school setting. To analyze teacher agency within the curriculum implementation, Priestly, Biesta, and Robinson's (2013) and Shawer's (2010) theories on teacher agency and curriculum conceptualization were used. Data analysis showed two school cultures demand unique expectations on their teachers. The private school sought more internal values, focusing on the meaningmaking processes in teaching. In contrast, the public school sought to meet compliance to the requirements set by the Ministry of Education and Culture. Accordingly, the teachers of private school had much freedom to exercise their agentive choices and action, and those of public school were much more constrained to express their own agentive choices.

Research paper thumbnail of Written Speech Acts Found in Advertisements on Indonesian Online News Websites

ELT Worldwide: Journal of English Language Teaching

This study attempts to help senior high school English teachers in developing their teaching mate... more This study attempts to help senior high school English teachers in developing their teaching material about advertisement, which is included in the state mandated curriculum. Having analyzed 20 advertisements, we found two types of speech acts, namely representatives and directives. The representative acts used were 59% and directive acts were 41% of the data. The advertisement strategy in Indonesia utilized representative acts, which intended to highlight the good quality of the products or services, whereas, the use of directive acts was situational since it is usually preceded by the appearance of representative acts. Since both speech acts frequently appeared in the advertisements on Indonesian online news websites, we recommend that teachers should provide exposures toward the linguistic features, which support students’ ability to produce advertisement texts containing representative and directive acts.