ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY

Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore inves...

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Autor principal:	Rentauli Maria Silalahi
Formato:	article
Lenguaje:	EN
Publicado:	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) 2021
Materias:	accountability improvement student evaluation of teaching student feedback teacher evaluation Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/2a8c2ab9978c42c680789ffed8fb8dc7
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spelling	oai:doaj.org-article:2a8c2ab9978c42c680789ffed8fb8dc72021-11-24T16:32:51ZENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY0215-773X2356-264110.15639/http://teflinjournal.v32i2/316-341https://doaj.org/article/2a8c2ab9978c42c680789ffed8fb8dc72021-11-01T00:00:00Zhttp://journal.teflin.org/index.php/journal/article/view/1561https://doaj.org/toc/0215-773Xhttps://doaj.org/toc/2356-2641Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.Rentauli Maria SilalahiAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)articleaccountabilityimprovementstudent evaluation of teachingstudent feedbackteacher evaluationLanguage and LiteraturePPhilology. LinguisticsP1-1091ENTEFLIN Journal, Vol 32, Iss 2, Pp 316-341 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	accountability improvement student evaluation of teaching student feedback teacher evaluation Language and Literature P Philology. Linguistics P1-1091
spellingShingle	accountability improvement student evaluation of teaching student feedback teacher evaluation Language and Literature P Philology. Linguistics P1-1091 Rentauli Maria Silalahi ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
description	Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.
format	article
author	Rentauli Maria Silalahi
author_facet	Rentauli Maria Silalahi
author_sort	Rentauli Maria Silalahi
title	ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
title_short	ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
title_full	ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
title_fullStr	ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
title_full_unstemmed	ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
title_sort	english teachers’ perceptions of student evaluation of teaching in an indonesian university
publisher	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
publishDate	2021
url	https://doaj.org/article/2a8c2ab9978c42c680789ffed8fb8dc7
work_keys_str_mv	AT rentaulimariasilalahi englishteachersperceptionsofstudentevaluationofteachinginanindonesianuniversity
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ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY

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