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All Journal Englisia Journal LLT Journal: A Journal on Language and Language Teaching
Averina, Fidelis Elleny
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Professional development of Indonesian in-service EFL teachers: Perceived impacts and challenges Averina, Fidelis Elleny; Kuswandono, Paulus
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.15589

Abstract

Despite the growing interest in research on Teacher Professional Development (TPD)  carried out by previous researchers, the voices of local EFL teachers in different regions in Indonesia in which top-down TPD activities are still prevalent remain underrepresented. As a result, in order to fill a gap in the literature, the current study sought to investigate the TPD activities undertaken by EFL teachers, the extent to which those formal TPD programs had an impact on their professional development based on their perceptions, and the constraints that they encountered. This descriptive qualitative study utilized a questionnaire and semi-structured interview as the instruments to gather the data and ensure triangulation for trustworthiness. Twenty-five English teachers from various Junior High schools associated with MGMP in Cirebon, West Java were voluntarily involved in this research. The result revealed that TPD activities that the participants have undertaken all these times helped them improve self-efficacy, attitudes, beliefs, reflective competence, classroom practice and instructional skills, and teacher knowledge and skills. Nevertheless, some challenges such as excessive workload as a teacher, time constraints or mismatched schedule, limited choices of TPD programs that were not in line with teachers’ interests, the mismatch between teachers’ needs and what the program offered, limited access and information about the programs, and less effective program duration remained prevalent during the TPD program implementation.
UNRAVELLING THAI EFL UNDERGRADUATE STUDENTS’ MOTIVATION-ENGAGEMENT PROFILES IN ACADEMIC WRITING ALONG WITH THEIR CHALLENGES Averina, Fidelis Elleny; Kanasya, Alfonsa Vina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
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.v28i1.8985

Abstract

Carrying out academic tasks requires some skills, one of which is writing. In countries where English is regarded as a foreign language, it can be particularly challenging for the students to master this skill since they are EFL beginning learners who are still developing. This requires students to possess good motivation-engagement which can help them to accomplish the demanded tasks. Derived from the rationale, this research aimed to unravel Thai EFL Undergraduate students’ motivation-engagement profiles Academic Writing and the challenges. These challenges they encountered might negatively impede their motivation-engagement. This descriptive qualitative research utilized a Likert-scale questionnaire and one section of open-ended questions that were distributed to sixty-eight Xavier Learning Community (XLC) students in Chiang Rai, Thailand. The findings showed that adaptive cognition became the most dominant motivation-engagement profile followed by adaptive behavior, impending cognition, and maladaptive behavior. In addition, it was revealed that the students in XLC showed a good motivation-engagement profile in Academic Writing despite the challenges that they encountered. These challenges include language use, paraphrasing, coherence, and cohesion. The result of this research is beneficial for educators and writing teachers, especially in designing instructions to sustain students’ motivation-engagement profiles.
Professional development of Indonesian in-service EFL teachers: Perceived impacts and challenges Averina, Fidelis Elleny; Kuswandono, Paulus
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.15589

Abstract

Despite the growing interest in research on Teacher Professional Development (TPD)  carried out by previous researchers, the voices of local EFL teachers in different regions in Indonesia in which top-down TPD activities are still prevalent remain underrepresented. As a result, in order to fill a gap in the literature, the current study sought to investigate the TPD activities undertaken by EFL teachers, the extent to which those formal TPD programs had an impact on their professional development based on their perceptions, and the constraints that they encountered. This descriptive qualitative study utilized a questionnaire and semi-structured interview as the instruments to gather the data and ensure triangulation for trustworthiness. Twenty-five English teachers from various Junior High schools associated with MGMP in Cirebon, West Java were voluntarily involved in this research. The result revealed that TPD activities that the participants have undertaken all these times helped them improve self-efficacy, attitudes, beliefs, reflective competence, classroom practice and instructional skills, and teacher knowledge and skills. Nevertheless, some challenges such as excessive workload as a teacher, time constraints or mismatched schedule, limited choices of TPD programs that were not in line with teachers’ interests, the mismatch between teachers’ needs and what the program offered, limited access and information about the programs, and less effective program duration remained prevalent during the TPD program implementation.
Co-Authors Kanasya, Alfonsa Vina Paulus Kuswandono