EFL Learners’ Engagement And Its Academic Effects In Shadow Education: Phenomenological Study

Nada azizah; Joko Nurkamto; Kristian  Adi Putra

doi:10.51601/ijersc.v5i2.788

Authors

Nada azizah English Education Department, Sebelas Maret University, Surakarta, Indonesia
Joko Nurkamto English Education Department, Sebelas Maret University, Surakarta, Indonesia
Kristian Adi Putra English Education Department, Sebelas Maret University, Surakarta, Indonesia

DOI:

https://doi.org/10.51601/ijersc.v5i2.788

Abstract

In Indonesia, shadow education is becoming a promising educational business, which raises questions about the quality of the teaching at school and factors affecting such a phenomenon. The current phenomenological study aimed to find out kinds of engagement of ten Indonesian English as a Foreign Language (EFL) in Shadow Education (SE). It would also highlight academic effects of shadow education in Indonesia. Grounded in the interpretive paradigm, the study employed a qualitative approach to gain an in-depth and holistic picture of EFL learners’ lived experiences at shadow learning in Indonesia. Data were collected mainly through observation and interview. The data were analyzed by using coding and categorized into themes and categories in the meaning making and interpretation process. The study revealed that students were engaged beahiorally, emotionally and cognitively in SE. Dealing with the students' participation in SE, it was found that SE gave good effects for students' academics, such as giving satisfaction, helping them to understand English and prepare examination. Theoretically, study is expected to give understanding on how shadow education affects student engagement and its academic effects. Practically. This study informed teachers about good ELT practices in the SE to be adapted in their classroom .

Downloads

Download data is not yet available.

References

Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies. Education Sciences, 11(1), 24.

Addi‐Raccah,A.(2019).Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning:A double‐edged sword phenomenon.British Educational Research Journal,938–960.

Alotaibi, G. N. (2014). Causes of private tutoring in English: Perspectives of Saudi secondary school students and their parents. Alotaibi | Studies in Literature and Language. https://doi.org/10.3968/n

Anjarwati, R., & Sa’adah, L. (2021). Student learning engagement in the online class. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 6(2), 39–49. https://doi.org/10.26905/enjourme.v6i2.6128

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational Technology: towards a conceptual framework. Journal of Interactive Media in Education, 2019(1). https://doi.org/10.5334/jime.528

Bray, M. (2003). Adverse effects of supplementary private tutoring: dimensions, implications, and government responses.

Harahap, A. et, all, Macrozoobenthos diversity as anbioindicator of the water quality in the Sungai Kualuh Labuhanbatu Utara, AACL Bioflux, 2022, Vol 15, Issue 6.

Bray, M. (2013). Shadow Education: Comparative perspectives on the expansion and implications of private supplementary tutoring. Procedia - Social and Behavioral Sciences, 77, 412–420.

Bray, M. (2014). The impact of shadow education on student academic achievement: Why the research is inconclusive and what can be done about it. Asia Pacific Education Review, 15(3), 381–389.

Bray, M., & Kwok, P. L. Y. (2003). Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong. Economics of Education Review, 22(6), 611–620.

Bray, M., & Lykins, C. (2012). Shadow Education: Private Tutoring and its Implications for Policy Makers in Asia.

Bray, Mark & Suso, Emmanuelle. (2008). The challenges of private supplementary private tutoring: Global patterns and their implications for Africa. Association for the Development of Education in Africa (ADEA) Biennale, Maputo, Mozambique, 5-9 Mei 2008.

Brown, H. D. (2007). Principles of Language Learning and Teaching (5th Ed.). New York Longman - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referencespapers?referenceid=3171799

Carless, D. (2012). From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings. Routledge Research in Education. Routledge, Taylor & Francis Group. https://eric.ed.gov/?id=ED527621

Harahap, Arman ,2018, Macrozoobenthos diversity as bioindicator of water quality in the Bilah river, Rantauprapat, Medan. J. Phys.: Conf. Ser. 1116 052026.

Charoenkul, N. (2018). Shadow education in Thailand: Thai and international perspectives. In Education in the Asia-Pacific region (pp. 627–650). https://doi.org/10.1007/978-981-10-7857-6_25

Clarke, M., & Morgan, B. (2011). Chapter 4. Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts. In Multilingual Matters eBooks (pp. 63–85).

Creswell, J. W. (2007). Qualitative Inquiry and Research Design Choosing among Five Approaches (2nd ed.). Thousand Oaks, CA Sage Publications. - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referencespapers?referenceid=2588183

Denzin, N. K., and Lincoln, Y. S. (1994). “Introduction: entering the field of qualitative research,” in Handbook of Qualitative Research (Thousand Oaks, CA: Sage), 1–17.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Frick, B. (2013). Fostering student creativity in the era of high-stakes testing. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 231–233). New York, NY: Routledge

Hajar, A. (2018). Exploring Year 6 pupils’ perceptions of private tutoring: evidence from three mainstream schools in England. Oxford Review of Education, 44(4), 514–531.

Hajar, A. (2019). A critical review of research on language learning strategies used by Arab learners of English. Nazarbayev University.

Hamid, M. (2011). English and socio-economic disadvantage: learner voices from rural Bangladesh. https://www.semanticscholar.org/paper/English-and-socio-economic-disadvantage%3A-learner-Hamid-Baldauf/16b735315e48af271841817a73eda723860355d4

Hamid, M. O., & Baldauf, R. B. (2011). English and socio-economic disadvantage: learner voices from rural Bangladesh. Language Learning Journal, 39(2), 201–217. https://doi.org/10.1080/09571736.2011.573687

Hamid, M. O., Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary school students in Bangladesh. TESOL Quarterly, 43(2), 281–308. https://doi.org/10.1002/j.1545-7249.2009.tb00168.x

Harmer, J. (2007). How to teach English. Harlow Pearson Longman. - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referencespapers?referenceid=2623087

Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in Online Learning: Student attitudes and behavior during COVID-19. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.851019

Kang, C. (2007). Does money matter? The effect of private educational expenditures on academic performance. https://www.semanticscholar.org/paper/Does-Money-Matter-The-Effect-of-Private-Educational-Kang/7a0b18b9f458fa5b9a98fd11463864f05afd87df

Kwok, P. L. Y. (2004). Examination-Oriented knowledge and value transformation in East Asian Cram Schools. Asia Pacific Education Review, 5(1), 64–75. https://doi.org/10.1007/bf03026280

Mahmud, R. (2020). Mixed implications of private supplementary tutoring for students’ learning: Urban and rural disparities in Bangladesh. Drshoaibopenu. https://www.academia.edu/44315492/Mixed_implications_of_private_supplementary_tutoring_for_students_learning_Urban_and_rural_disparities_in_Bangladesh

Malkin, L., Abbot‐Smith, K., & Williams, D. M. (2018). Is verbal reference impaired in autism spectrum disorder? A systematic review. Autism & Developmental Language Impairments, 3, 239694151876316.

Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco, CA: Jossey-Bass

Harahap, A. P. Hrp, N.K.A.R. Dewi, Macrozoobenthos diversity as anbioindicator of the water quality in the River Kualuh Labuhanbatu Utara, International Journal of Scientific & Technology Research, 9(4), 2020, pp. 179-183.

Muijs, D. (2004). Doing Quantitative Research in Education with SPSS. https://doi.org/10.4135/9781849209014

Nath, S. R. (2008). Private supplementary tutoring among primary students in Bangladesh. Educ. Stud. 34,55–72.

Park, H., Byun, S., & Kim, K. K. (2011). Parental involvement and students’ cognitive outcomes in Korea. Sociology of Education, 84(1), 3–22. https://doi.org/10.1177/0038040710392719

Saengboon, S. (2019). Shadow Education in Thailand: A Case Study of Thai English Tutors’ Perspectives towards the Roles of Private Supplementary Tutoring in Improving English Language Skills. https://www.semanticscholar.org/paper/Shadow-Education-in-Thailand%3A-A-Case-Study-of-Thai-Saengboon/542631622009231d81650a214f3e22caa1638d71

Watkins, D. (2009). Motivation and competition in Hong Kong Secondary Schools: the Students’ perspective. In Springer eBooks (pp. 71–88). https://doi.org/10.1007/978-90-481-3840-1_3

Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-based online discussion learning. Computers and Education, 157. https://doi.org/10.1016/j.compedu.2020.10395

Yung, K. (2014). Learning English in the Shadows: Understanding Chinese learners’ experiences of private tutoring. TESOL Quarterly, 49(4), 707–732. https://doi.org/10.1002/tesq.193

Yung, K. W., & Bray, M. (2017). Shadow education: Features, expansion and implications. ResearchGate.https://www.researchgate.net/publication/313678401_Shadow_education_Features_expansion_and_implications

Zhang, W., & Bray, M. (2020). Comparative Research on Shadow Education Achievements, Challenges, and the Agenda Ahead. European Journal of Education, 55, 322-341. - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referenc espapers?referenceid=3325967.