e) Other data sources
Besides the relatively formal data sources noted above, I was able to make numerous informal
observations during the visit. In my view these were of considerable importance, since they offered
insights not only into what participants and stakeholders believed, but into what was actually
happening in practice. For example, informal conversations with teachers and pupils allowed me to
gauge whether formal Ministry policies were in fact being followed, whether English was in fact
being used in class on a regular basis, whether students in fact understood a particular concept or
lesson, whether teachers had received the training they were expected to receive, and so on.
These data sources included the following:
Students’ written work in books around the schools
Opportunities in the classroom to observe students at work
Questioning students about aspects of the lesson
Discussions with Ministry staff and other stakeholders
Discussions with teachers and pupils outside of formal interviews
Posters, notices and other signs and displays.
Although these and other data sources were necessarily limited owing to time and other practical
limitations, in my view the data collected was sufficient to give a reasonable view of the current
state of the English/SBI initiative in Indonesia, since measures were taken to gather the views of a
wide variety and range of stakeholders, and also to observe the SBI programme in action at school
and classroom level.
e) Other data sourcesBesides the relatively formal data sources noted above, I was able to make numerous informalobservations during the visit. In my view these were of considerable importance, since they offeredinsights not only into what participants and stakeholders believed, but into what was actuallyhappening in practice. For example, informal conversations with teachers and pupils allowed me togauge whether formal Ministry policies were in fact being followed, whether English was in factbeing used in class on a regular basis, whether students in fact understood a particular concept orlesson, whether teachers had received the training they were expected to receive, and so on.These data sources included the following: Students’ written work in books around the schools Opportunities in the classroom to observe students at work Questioning students about aspects of the lesson Discussions with Ministry staff and other stakeholders Discussions with teachers and pupils outside of formal interviews Posters, notices and other signs and displays.Although these and other data sources were necessarily limited owing to time and other practicallimitations, in my view the data collected was sufficient to give a reasonable view of the currentstate of the English/SBI initiative in Indonesia, since measures were taken to gather the views of awide variety and range of stakeholders, and also to observe the SBI programme in action at schooland classroom level.
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