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All Journal Langkawi: Journal of The Association for Arabic and English JOLLT Journal of Languages and Language Teaching
Handayani, Ellisa Indriyani Putri
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Languange, Linguistic, Communication & Media

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Being a Teacher-researcher in Indonesia: Understanding the Motivational Factors of In-service ELT Teachers Handayani, Ellisa Indriyani Putri; Drajati, Nur Arifah; Cahyaningrum, Dewi; Handayani, Anis
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i1.11627

Abstract

Conducting research may contribute positively to teachers’ professionalism and maintain their Career-Long Professional Learning (CLPL). However, many teachers find it challenging and hesitant to conduct research. In this regard, this descriptive quantitative study compares novice and experienced teachers’ motivational factors affecting their decision to conduct research despite their other responsibilities as teachers. This study involved 127 English language teachers who are also active researchers. The data were obtained by using an online survey adopting the Teacher Research Motivation Scale (TRMS) proposed by Hosseini & Bahrami (2022) consisting of 22 items. Descriptive statistics and Mann U-Whitney test were then performed using SPSS software to identify the differences between novice and experienced teachers in their research motivation. The results mostly highlight the importance of comprehensively understanding in-service teachers’ motivational factors to conduct research and foster their willingness to be actively involved in research projects. Government and other educational practitioners may reflect on this study’s result to encourage teachers to conduct research and maintain their professionalism in teaching.
Preservice Teachers’ Perception on the Implementation of Online Project-Based Learning Ringotama, Arrizalu Arsa; Setyaningsih, Endang; Handayani, Ellisa Indriyani Putri
Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.5621

Abstract

Current studies provide compelling evidence that project-based learning (PBL) is an effective method for the students. Considering the empirical findings, PBL is highly endorsed in many EFL contexts. However, with the major shift to online learning due the pandemic, little is known about the possibility of PBL implementation within this new context. This current case study attempts to portray the PBL implementation within the online context and how the students perceive the implementation. The study was carried out in an English Education Department involving 36 seventh-grade preservice teachers (PTs). The data were collected through classroom observations, online questionnaires, and in-depth semi-structured interviews. The data were analyzed using the interactive model and the results of the analysis show the stages of PBL can be implemented in the similar way to that in the offline setting. However, the technological use in the online setting differs in terms of the amount of its usage frequency. The study also revealed that the students consider the implementation of PBL in online setting as challenging yet motivating. The findings imply that the changes of teaching and learning setting do not affect the durability of the PBL. It means that with a little tweak, mainly in terms of technological usage, grouping and group communication, PBL might be successfully implemented in the online setting.
Co-Authors Anis Handayani Dewi Cahyaningrum Endang Setyaningsih Nur Arifah Drajati Ringotama, Arrizalu Arsa