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Paulus Kuswandono

Sanata Dharma University

Author-ID : 2384669

Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Indonesian EFL Undergraduate Students' Interest Towards Metacognitive Strategy in Reading Academic Comprehension Patrick Adtya Pratama Sinom; Paulus Kuswandono
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.728

Academic reading comprehension is affected by many factors. This research was focused on understanding academic reading comprehension from the perspectives of interest and metacognitive strategy. This research aimed to find a correlation between students’ interests and metacognitive strategy (before and during reading academic comprehension). The research was conducted at Sanata Dharma University, Yogyakarta. There were 27 students who participated in this research. The survey design using a correlational study was applied to analyze the data from the survey-open and close-ended questionnaires. Pearson coefficient correlation was used in exposing the correctional status. The result of the current study showed that there is a positive moderate correlation between students’ interest and metacognitive strategy in reading academic comprehension. Supported by an open-ended data interpretation, this research found that both interest and metacognitive strategy are correlated especially in terms of self-motivation and self-regulation, mood, and strategy employment in reading academic comprehension. This research would have a great theoretical and practical contribution to the English language department, especially for teachers and students in terms of reading academic comprehension.

Students’ Self-regulation in English Reading Comprehension during Online Class in Yogyakarta Private Senior High School Klara Tyas Sulistyawati; Paulus Kuswandono
Journal of English Teaching Vol. 8 No. 2 (2022): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v8i2.3493

The learning process in Indonesia has predominantly been conducted online since March 2020 due to the COVID-19 pandemic. This online learning mode has also influenced students’ motivation in learning, especially in comprehending reading texts. Considering that problem, the researchers sought to investigate how the students regulated their comprehension in reading during an online class. This research used a mixed-method. The questionnaires were distributed to 30 students and analyzed as quantitative data. Then, the researchers chose four students randomly for interview purposes. The interview transcript was used as qualitative data. In conclusion, not all of the students could regulate themselves in comprehending English text during the online class well. Based on the data, students who could regulate themselves in comprehending the English texts during online class should develop the following procedure: (1) implementing learning autonomy, (2) implementing learning focus, and (3) using critical thinking. Meanwhile, students who could not regulate themselves well were inclined to perform minimally. Since students had different ways to regulate themselves, the teacher needed to monitor the students in online learning process so that the students could achieve a meaningful learning process. To improve students’ regulation in reading comprehension, the teacher can implement suitable learning activities.

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model Anita Galuh Sri Hapsari; Paulus Kuswandono
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETsâ€™ problem-solving skill.

Writing Anxiety and Academic Procrastination On Undergraduate Thesis Writing: The Role Of Self-Regulation Agnes Riska Pravita; Paulus Kuswandono
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Writing anxiety and academic procrastination are said to be interconnected and have a substantial impact on students’ thesis completion. Self-regulation, on the other hand, is what allows students to make progress while writing their thesis. The goal of this research is to find out how writing anxiety and academic procrastination influence students' thesis writing and how they self-regulate themselves to write their thesis. A quantitative study utilizing descriptive statistics was used to conduct this research. Twelve students in a thesis class expressed their consent to participate in the research. The data was gathered by keeping track of the students' thesis writing progress based on word count development on their research drafts, assigning them to write a standardized weekly journal, and delivering two adapted questionnaires from the self-regulation learning strategy survey. The results suggest that the students had a high level of anxiety, with a score of 65.25, with avoidance behaviour being the highest. They also procrastinate on academic revision and review. Goal planning and requesting help, on the other hand, involve their self-regulation the most, whereas task methods and time management engage in the least. Future researchers are urged to do a further in-depth study on this issue since it is worth researching. Lecturers are also urged to introduce students to different reading and writing techniques.

Indonesian Teachers’ Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching Rachelina Larasati; Paulus Kuswandono
Journal of English Education and Teaching Vol. 6 No. 4 (2022)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.4.555-577

It has been acknowledged in the literature that a good self-concept of teachers will enable teachers to adapt to changing situations, which might result in effective teaching that will benefit students. On the contrary, negative self-concept results in teachers’ burnout and inability to perform well in teaching. This mixed-methods study aims to investigate whether teacher self-concept can be enhanced by the implementation of self-regulation strategies. Two research questions are formulated in this study: (1) To what extent do Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teachers’ self-regulation and the concept of their competency and satisfaction in teaching? In the quantitative phase, sixty teachers from different parts of Indonesia participated in the study by completing an online questionnaire. The data gathered was submitted to the SPSS and was analyzed using the Pearson correlation method. The result showed that there were positive correlations between teacher self-regulation and teacher self-concept of competence with r=.381 and satisfaction with r=.372. To gain a deeper understanding, in the qualitative phase, interviews were done with three of the teachers. The data resulted that teachers have highly implemented teacher self-regulation and affirmed that it has contributed to the enhancement of their self-concept of competence and satisfaction.

Indonesian English Teacher’s Identity: Bridging the Gap between Teachers’ Personal and Professional Identity Sinom, Patrick Adtya Pratama; Kuswandono, Paulus
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.38811

Teachers’ personal and professional identities play a crucial role in the learning process. This research aimed to reveal the gap between teachers’ personal and professional identity from the perspective of Indonesian teachers. There were five participants in the research. The participants were selected based on geographical differences. The participants were approached by using virtual media communications. A phenomenological approach with the semi-structured interview was applied to deeply discover and identify teachers’ experiences on personal and professional identity development. Then, thematic analysis was used to put the data into themes. The study revealed that teachers’ personal identity was perceived as individuals’ goals, values, beliefs, actions or behaviour, and interactions in the social-cultural area. Whereas, the professional identity was related to professional competence, teaching ideology, and transferring cultural content and role model. In addition, a teacher’s personal and professional identity are overlapped in terms of identity formation and identity in social interaction. Besides, they are confined by a classroom setting and social context. This research is expected to have a great contribution to teacher identity development, especially for teachers’ personal and professional identity development.

Exploring Indonesian EFL Teachers' Tension during the Transition of Online to Offline Learning Dewanty, Monika; Kuswandono, Paulus
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.38709

Since the outbreak of Covid-19, novice teachers have experienced considerable challenges and transformation to cope with such abrupt changes. This study aims to know the tension that novice teachers encountered during the transition of the Covid-19 Pandemic. The teaching-learning activity has now been shifting from the online class to the blended class and now to offline classes under some conditions. The method employed in this research was a qualitative method using open-ended questionnaires and interviews. The participants of this research were 5 novice teachers that first became a teacher during the pandemic. The study shows that novice teachers’ tensions were influenced by personal factors, interpersonal factors, and organizational factors. To conclude, the intervention of all members of the school is important to make good teaching-learning activities.

High School Students’ Motivation and Help-Seeking Strategies in English Language Learning Fidelis Elleny Averina; Paulus Kuswandono
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.719

Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motivation in learning English and the extent to which it correlated with their help-seeking strategy. To reach the aforementioned aim, a correlational-method design was applied in this research. The researchers gathered the data using two types of data collection techniques, namely a close-ended questionnaire and semi-structured interview to provide triangulation. Ninety-eight students of a private senior high school in Cirebon, Indonesia were involved in this study. The findings revealed that those high school students tended to be instrumentally motivated in learning English. Furthermore, they were also reported to have positive attitudes and good initiatives to engage in help-seeking strategies whenever it was necessary. From the statistical calculation utilizing SPSS version 25, it was found that motivation and help-seeking strategy had a strong positive correlation (r=.645), which inferred that as the students had a high level of motivation; they were more inclined to engage in help-seeking strategies.

Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers Indira Lusianingtyas Siswanto; Paulus Kuswandono
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 1 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i1.539

This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.

Coping with emotions in professional lives: Novice teachers’ voices in Indonesian secondary schools Jeane Theresia Limeranto; Paulus Kuswandono
LITERA Vol 22, No 1: LITERA (MARCH 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i1.52405

Novice teachers often encountered some challenges in their professional work that might influence their emotions. It is quite reasonable that some EFL novice teachers may still struggle to manage their negative emotions to cope with classroom problems. Some emotions could be freely expressed positively, whereas other emotions were left unexpressed for some reasons. This study aimed to answer two research questions, namely: (1) what kinds of emotions do novice teachers frequently experience in teaching? (2) How do novice EFL teachers cope with their emotions in professional life? This study employed a qualitative method and carried out semi-structured interviews to gain in-depth data from the participants' perspectives in dealing with their emotions. The instruments employed were interview-guidelines questions and open-ended questions. The result of the present study revealed that, first, all novice teachers frequently experienced two main challenges in teaching, namely students’ misbehaviours and disrespectful behaviours. These challenges could influence teachers' emotions of anger, being overwhelmed, and worries. Second, the findings demonstrated that teachers employed three strategies, namely self-regulation, self-talk, and a problem-focused strategy to manage and handle their emotions in teaching. In addition, the present study suggested beneficial implications, limitations, and directions for further research. Keywords: Emotions, EFL Novice Teachers, and Strategies

Co-Authors Afreilyanti, Elizabet Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Alberik Ryan Tendy Wijaya Anchieta Ave Avillanova Anita Galuh Sri Hapsari Anita Galuh Sri Hapsari Annisa Satriani Dewi Aprilia Arnis Ginting Arima Renny Dayu P Arima Renny Dayu Putri Artine Ayu Utami Atmoko, Septian Hanung Dwi Averina, Fidelis Elleny Ayu Mahardika, Agustine Andriana Brigita Woro Diyatni Kusumaningtyas Christian Bernard Nichols Djami Dewanty, Monika Dewi, Annisa Satriani Dira, Benito Fidelis Elleny Averina Ginting, Aprilia Arnis Hapsari, Anita Galuh Sri Indira Lusianingtyas Siswanto Indraswari, Veronica Noviatri Indraswari, Veronica Noviatri Indriyana, Bernadeta Siska Iwony Dwi Kristiana Janu, Gregoriana Nobilio Pasia Jeane Theresia Limeranto Keny, Anatasia Klara Tyas Sulistyawati Klara Tyas Sulistyawati Krisdianata, Yoannes Yuka Krismalita Sekar Diasti Kriswinahyu, Aprilia Dyah Kusumaningtyas, Brigita Woro Diyatni Lumintang, Sheline Feranda Monica, Santa Nadeak, Ave Lucia Ndayisenga, Jean d'Amour Nernere, Regina Putri Noviani, Stella Ouda Teda Ena Patrick Adtya Pratama Sinom Putri, Natalia Destiana R. Indrajid Lukman Santoso Rachelina Larasati Resila, Yesika Windi Santa Monica Septian Hanung Dwi Atmoko Sinom, Patrick Adtya Pratama Siswanto, Indira Lusianingtyas Sulistyawati, Klara Tyas Titin Nurhayati Ma’mun Utami, Artine Ayu Wahyuni, Hanna Irma Wati, Rona Erlina Weran, Yohana Ina Widiarsih, Ivana Carla Monica Widiarto Adhi Setiawan Yohana Triana Ina Weran

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