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.

The purpose of this current study was to explore the demotivating factors among Indonesian senior high school English teachers in teaching English as a foreign language at two senior high schools in Jambi City, Indonesia through demographic background surveys and semi-structured in-depth interviews. The research design was qualitative in the case approach. The interviews data were analyzed through using the constant comparative method developed by Glaser and Strauss (1967), six salient and interweaved themes related to the demotivating factors that emerged in this research were students' limited basic knowledge in English language, students' lack of motivation, school environment, limited supporting facilities, working conditions, and teachers' workload. Policy recommendations and implications of findings and future research are also discussed.

This study investigated classroom management, the implementation process and problems experienced by teachers in Indonesian schools in accordance with the latest 2013 Indonesian curriculum (K-13). This study was a mix-method study with a sequential exploratory approach. The main data were obtained qualitatively from thirty interview sessions with 15 teachers followed by quantitative data collection, survey with 452 teachers. The sites of the study were fifteen national senior high schools of one province located in the southern part of Indonesia. To assess the trustworthiness or reliability and validity of the study, we did triangulation, member checking and reflexivity in the qualitative phase and content validity and measured the survey Cronbach Alpha in the quantitative phase. The findings informed teaching standards, rules and procedures, classroom condition and situation, and timetable or schedule as the theme of the study in relation to the implementation process of K-13 in the research sites. Problems such as large class, teachers’ lack of technology competence, and schools’ lack of facilities as well as lack of discipline were elaborated. Furthermore, policy recommendations are proposed based on the findings of the study.

The purpose of this mixed methods study was to examine students' perception towards their certified English teachers in Jambi, Indonesia. The data of this study were collected through questionnaire and focus group discussion. The data collected were senior high students' perception on the certified English teachers' personal, pedagogical, social, and professional competences. 95 participants consisting of 78 female and 17 male students were involved in this study. The questionnaire data were analyzed statistically and the focus group discussion data were analyzed qualitatively to support the primary data. The findings of the study indicated that students gave their positive responses through questionnaire to four teachers' competences consisting of personal, pedagogical, social, and professional competences while the results of focus group discussion exhibited negative responses to personality of the teachers, and professional competences. This study provides information for policymaker to evaluate the certification policy in Indonesia. Policy recommendations and implications of findings and future research are also discussed. Keywords: Certified English teachers, teachers' competence, Indonesian teachers1 University of Jambi, Faculty of Education, Indonesia, eharyanto@yahoo.com 2 University of Jambi, Faculty of Education, Indonesia, amirmuk06@gmail.com 3 University of Jambi, Faculty of Education, Indonesia, murboyono@gmail.com 4 University of Jambi, Faculty of Education, Indonesia, azza_unja@yahoo.com 5 University of Jambi, Faculty of Education, Indonesia, amirmuk@yahoo.com

ANALISIS KEBIJAKAN PENDIDIKAN INKLUSI: STUDI KASUS DI SEKOLAH DASAR JAMBIAbstrakPenelitian ini bertujuan untuk mengeksplorasi dan mendiskripsikan jenis kebijakan dan program pendidikan yang dibuat oleh pemerintah khususnya tentang kebijakan pendidikan inklusi terkait dengan kurikulum pendidikan inklusi, rekrutmen guru pembimbing khusus (GPK), dan sarana prasarana di sekolah dengan kebijakan pendidikan inklusi. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara dengan delapan informan, observasi di lima kelas, dan dokumentasi di SD Negeri 131/IV Jambi yang menjadi tempat penelitian ini. Data wawancara dianalisis dengan menggunakan “within case and cross-case analysis” antarinforman. Data observasi dicatat dan disajikan sesuai dengan tema hasil wawancara dan data dokumen digunakan sebagai pembanding data wawancara dan observasi. Hasil dari penelitian ini menjabarkan tentang tidak ada persiapan penerimaan murid baru dan kurangnya perhatian pemerintah atas dukungan sarana prasarana. Penyajian data juga termasuk tantangan yang dihadapi dalam penerapan pendidikan inklusi di Provinsi Jambi. Saran dan masukan berupa peran aktif pihak sekolah dalam penyelenggaraan pendidikan inklusi, melakukan perekrutan guru yang baik, dan bagi pemerintah untuk mendukung sarana dan prasarana pendidikan.AbstractThis study was aimed at exploring and describing the types of education policies and programs developed by the government, especially on inclusive education policies related to inclusion-education curriculum, special mentor recruitment, and infrastructure facilities in the schools which implemented inclusive education policies. The study used a qualitative approach with a case-study method. The data were collected through interviews with 8 informants, 5 classroom observations, and documentation at the State Elementary School 131/ IV Jambi. The interview data were analyzed using within-case and cross-case analyses among informants. The observational data were recorded and presented in accordance with the theme of the interview results and documentation data was used as the comparison. The results show that there is no new student admission preparation, and the lack of government attention on infrastructure supports. The presentation of data also includes the challenges faced in implementing inclusive education in Jambi. The suggestion for school parties in the implementation of inclusive education is by conducting teacher recruitment and for the government to support educational facilities and infrastructure.