PARTICIPATION IN SHADOW EDUCATION: LEARNERS’ EXPERIENCE OF ENGLISHTUTORING

Abstract

Supplementary lesson in shadow education (SE) had recently received more attention in research as a global phenomenon with ability to enhance student performance. To date, the research of English language learning has been rather limited. In view, it is the one of subjects which have the greatest demand in Indonesia. This study focused on exploring how EFL learners engage in SE. It also highlighted how private supplementary tutoring influence learners in English learning. Using Connelly and Clandinin’s Narrative Inquiry qualitative research approach, ten participants were completed a background questionnaire and participated in one-to-one semi structured interview. The transcribed data were re-storied to provide a plot-line structure to the participants’ narratives. In addition, the data were analysed using thematic analysis and categorized into themes and categories in the meaning making and interpretation process. The results showed that the motivation and reasons for receiving tutoring changed in different periods. Students' high participation in shadow education is related to a misalignment between the educational curriculum and the abilities required by students to face the college entrance selection exam, as well as students' high trust in tutors and tutoring. Shadow education devalues education indirectly and can improve students' academic performance. This study suggests that schools to develop creative and innovative learning management systems.