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All Journal Jurnal Ilmu Pendidikan English Review: Journal of English Education JURNAL PENGABDIAN KEPADA MASYARAKAT Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Langkawi: Journal of The Association for Arabic and English LLT Journal: A Journal on Language and Language Teaching Child Education Journal Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) J-REaLL International journal of education and learning JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education KOPEMAS LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Ubaidillah, M. Faruq
Universitas Islam Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
NON-ENGLISH MAJOR TEACHERS' EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY Romadhon, M.Galuh Elga; Dzulfikri, Dzulfikri; Ubaidillah, M. Faruq
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.6955

Abstract

Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encountered multi-level complexities in teaching English such as wording arrangement, sentence construction, spelling, mother tongue fossilization, and misbelief of English as a foreign language. The study also revealed the use of digital tools, songs, and games, as mostly utilized by the teachers. Interestingly, despite the non-English major backgrounds attached to the teachers, their teachings led to sustained and engaging English language learning among young learners. This study implies that pedagogical decisions have been of value to effective pedagogy and classroom activities in teaching English for young learners.
UNDERSTANDING IDENTITY CONSTRUCTION OF INDONESIAN EFL TEACHER EDUCATORS FROM A THREE-DIMENSIONAL NARRATIVE Ubaidillah, M. Faruq; Andriyanti, Erna; Triastuti, Anita
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.8944

Abstract

Research into language teacher identity construction has proliferated in recent years. However, studies examining identity construction from an integral perspective of EFL teacher educators’ past, present, and future narratives seem sparse. To fill this lacuna, the present study was designed to explore five Indonesian EFL teacher educators’ identity construction from their past, present, and future narratives. This study’s data were generated through multiple life-historical interviews with the five participants. The thematic analysis showcased that language teacher identity is constructed as a continuum from the teachers’ past experiences as EFL learners, present experiences as lecturers and doctoral students, and future narratives as imagined teacher educators. The findings also revealed that the participating teachers constructed their language teacher identity through complex and context-dependent experiences in their past, present, and future narratives. Based on the study’s findings, we offer a novel approach to studying language teacher identity construction employing teachers’ three-dimensional narratives. This approach enables teachers to understand themselves and their relationships with social environments through the interconnectivity of their past, present, and future narratives.
Co-Authors Abdul Muiz Amir, Abdul Muiz Agustina, Sheila Ahmad Heki Sujiatmoko Ainiyah, Inayatul Alka, Wensi Amalia, Shinta Anita Triastuti Apgrianto, Kurniawan Arepin, Mazlen Arida Mufidah Ashari, Ali Diana Khalidah, Nur Dwi Fita Heriyawati Dzulfikri Dzulfikri Dzulfikri, Dzulfikri Ehsan Namaziandost Eko Suhartoyo, Eko Elfiyanto, Sonny Erfan Efendi Erfan Efendi Erna Andriyanti Fahmi Gunawan Faridatul Istighfaroh Fika Megawati Hamiddin Hamiddin Huan Yik Lee Huan Yik Lee Imam Wahyudi Karimullah Islam, Syaiful Karisma, Yunita Khusna, Khaula Amelia khusnul khotimah Kumalasari, Ana Kurniasih Kurniasih Langgeng Budianto Langgeng, Budianto Lee , Huan Yik Lee, Huan Yik Lestari Setyowati Mac Donald, Kara Mahabbatul Afiqoh Mirjam Anugerahwati Moh Junaidi Mohammad Aryun Jauhari Mohammad Khoirul Umam MR, Elvira Rasyida Muhammad Yunus Mustofa , Mutmainnah Mustofa, Mutmainnah Namaziandost, Ehsan Ni'mah, Dzurriyyatun Prabjandee, Denchai Rifiyani, Andri Jamaul Romadhon, M. Galuh Elga Romadhon, M.Galuh Elga Ronald Ronald Saad Boulahnane Sania Alinda Mouli Asnas Septiana, Vita Nugrah Shah , Shanina Sharatol Ahmad Sonny Elfiyanto Sri Wahyuni St Kuraedah Suatmo Pantja Putra Syabilla, Zalsa Febrina Utami Widiati Yuyun Yuyun Yuyun, Yuyun Zalfa Amirah Khusniyah