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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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Investigating General Self-Efficacy and Teachers’ Professional Identity of Yogyakarta EFL Teachers Wati, Rona Erlina; Kuswandono, Paulus; Ena, Ouda Teda
Language Circle: Journal of Language and Literature Vol. 19 No. 1 (2024): October 2024 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i1.15743

Professional identity is the main key construct that cannot be separated from teacher career development. Despite the large number of studies examining professional identity, its relationship with work-related behavior at career stages and their psychological aspects such as self-efficacy has not been extensively investigated, especially in Indonesia. The purpose of this study is to look at the correlation between teachers' professional identity and their general self-efficacy. Participants are EFL instructors from the primary to university level in Yogyakarta. The mixed method framework was used to acquire the data with a questionnaire and interview. An altered version of the General Self-Efficacy (GSE) and Teacher Professional Identity Scale (TPIS) questionnaire was used to gather quantitative data. According to the findings of this study, the average score for General Self-Efficacy (GSE) is 40.1333, while the average score for Teacher Professional Identity (TPI) is 55.8667. The Pearson correlation test findings show a modest link between GSE and TPI in this study, with a correlation value of 0.459.

Exploring the link between teacher-student interactions and EFL student motivation: Insights from Rwandan secondary schools Ndayisenga, Jean d'Amour; Kuswandono, Paulus
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9978

Many studies have reported that strong motivation between students and their teachers leads to successful English language learning. The vital function of teacher-student interactions in improving student learning still lacks comprehensive research in multilingual countries, particularly in the Rwandan EFL context. This research investigates how teacher-student relations affect the motivational levels of EFL students from Rwandan secondary schools, and how senior English teachers and students develop intrinsic and extrinsic motivation through emotional support, individualized teaching methods, and interactive respect. The study employed a qualitative method with a case study design. Data were gathered from ten teachers and four high school students using semi-structured interviews, and then analyzed thematically. The results indicate that good teacher-student relations promote English learning by motivating students' active participation and better results, which are ensured by the teacher's interest and positive attitude towards students. The research affirms the need for teacher professional development programs, which have the potential to impart practical, relational teaching strategies to various students. The result of studies assists in the acquisition of multicultural language learning. Policymakers can consider these findings to develop education policies promoting student motivation and EFL success in Rwandan classrooms.

Indonesian EFL lecturers’ positive perceptions and adaptive strategies in implementing authentic assessment for sustainable education: Mixed-methods study Lumintang, Sheline Feranda; Kuswandono, Paulus
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.96334

Authentic assessment (AuA) is emerging as an alternative that has its own appeal, especially in the context of sustainability education. Although numerous studies have investigated how authentic assessment is perceived and practiced in EFL higher education within Indonesia, studies which connects AuA practices with sustainability education are still underrepresented. AuA practices can promote students’ critical thinking and problem-solving skills and is increasingly recognized for its potentials to promote meaningful and effective learning, especially in English as a Foreign Language (EFL) classrooms. This study investigates two key questions: (1) how EFL lecturers perceive and address the challenges of implementing authentic assessment in sustainability education; and (2) what instructional strategies lecturers can use to implement authentic assessment in sustainability education. Using a mixed-methods approach, survey data and follow-up interviews were collected from 30 English lecturers of various universities in Indonesia. The quantitative data shows that lecturers view authentic assessment as a relevant and effective tool. However, the data highlighted two key challenges: limited time and pressure from institutional expectations. Qualitative results further reveal how lecturers design assessment tasks, reflect on their practice, and integrate sustainability values into their teaching, while pointing to the need for institutional support. Overall, the study highlights lecturers’ positive perceptions and emphasizes the importance of external support to ensure authentic assessment effectively promotes context-relevant learning and sustainability education. How to cite this paper: Lumintang, S. F., & Kuswandono, P. (2025). Indonesian EFL lecturers’ positive perceptions and adaptive strategies in implementing authentic assessment for sustainable education: Mixed-methods study. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 38-58. http://dx.doi.org/10.26418/jeltim.v7i2.96334

ARTIFICIAL INTELLIGENCE FOR METACOGNITIVE KNOWLEDGE ENHANCEMENT: EFL LEARNERS’ PERCEPTIONS IN AN INDONESIAN UNIVERSITY Dira, Benito; Kuswandono, Paulus
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40961

This study examines the understanding of English as a Foreign Language by master’s degree students about incorporating AI-driven applications into learning to boost their metacognitive knowledge at Driyarkara University (Pseudonym). The objectives explore the EFL learners’ understanding of digital applications for enhancing metacognition and their experiences utilizing the tools for enhancing metacognitive knowledge. Purposive-comprehensive sampling was utilized in mixed-method research. Twelve students from the first semester of the English Education Master Program (EEMP) were the research participants for the survey. Close-ended and open-ended responses were analyzed to discover the various impacts of AI-powered tools, such as Google Gemini and Chat GPT, which would be classified in the coding process. The unstructured interview transcripts were deciphered to detect EFL learners’ experiences using AI-powered tools to enhance metacognitive knowledge. The findings revealed that AI-powered tools could give learners insightful feedback, a personalized learning style, and more self-assessment opportunities. Enhancing metacognitive knowledge was needed to establish an effective way of thinking and construct critical thinking outcomes. This study also suggested that AI-powered tools provided EFL learners more flexibility to gather materials and search for further references.

Designing pedagogical narrative stories: Delving deeper into problem-solving skills of pre-service English teachers Ginting, Aprilia Arnis; Kuswandono, Paulus
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.538

Educating Pre-Service English Teachers (PSETs) to be ready to face challenges is a response to the fast changing globalized world. Hence, preparing future teachers to apply problem-solving skills in dealing with teachers’ challenges in the classroom is necessary. This study was intended to design a set of pedagogical narrative stories which enquire problem-solving skills of PSETs. The pedagogical narrative stories were designed as a supplementary material in micro teaching class to help PSETs understand the complex issues of teaching and learning process. This study was based on ADDIE model. The designed material product consists of six units of teachers’ real life in adapted stories. Each unit contains critical discussion and reflective activities namely: Story, Individual Reflection, Group Sharing, Class Discussion and Resolution. The final product was validated by subject matter expert who has credibility in writing English learning books. The validated outcome showed that the supplementary materials are appropriate for PSETs in micro teaching class. The finding is projected to construct positive awareness on the importance of problem-solving skills to enhance PSETs’ competence in dealing with classroom problems by answering questions more critically and reflectively. HIGHLIGHTS: · Problem solving skills can support PSETs in dealing with unpredicted occurrences beyond mastering knowledge and teaching materials in class. · Factual problems and guided reflections can provide PSETs with story engagement that is close to the real life of becoming teachers. · Through reflective practices, PSETs have opportunities to evaluate and make meaning of their previous educational experiences to become decision makers.

Teaching Through Hope and Growth: A Critical Incident Study of Gen Z Novice EFL Teachers in Rural Kalimantan Barat Keny, Anatasia; Kuswandono, Paulus
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34272

The professional development of novice teachers has nowadays become an urgent concern, particularly in rural areas where contextual challenges are complex and multifaceted. While formal training continues to dominate professional development discourse, there is growing recognition that critical, emotionally charged experiences, often unplanned and situated within local realities, play a pivotal role in shaping teacher identity and growth. This research aims to investigate how critical professional experiences influence the development of five Gen Z novice English teachers in rural Kalimantan Barat, Indonesia. Beyond classroom-centered perspectives, this study examines incidents arising from interactions with school leaders, peers, parents, and the broader community. Guided by a qualitative interpretive paradigm, this research adopts the Critical Incident Technique (CIT) and uses thematic analysis, the research captures the data through semi-structured interviews and reflective narratives. Findings indicate that critical incidents not only challenge novice teachers emotionally and pedagogically but also serve as catalysts for reflection, adaptation, and resilience. The study highlights the value of context-specific, experiential learning in fostering professional growth. These results suggest the need for localized, reflective professional development and rural-responsive educational policies.

The implementation of metacognitive strategies in students’ teaching practice in microteaching class Wahyuni, Hanna Irma; Kuswandono, Paulus
Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v5i2.26444

A B S T R A C T Microteaching classes can be a challenging area of negotiation between personal and professional values which can help and provide pre-service teachers understanding and opportunities to hone their teaching and learning process better. This research aims to identify the application of metacognitive strategies in the preparation process for teaching practice in microteaching classes, by focusing on the research questions regarding the implementation of metacognitive strategies in teaching practice exercises and students’s motivation to apply metacognitive strategies in micro-teaching classes. A qualitative case study method was used to answer these two research questions by employing purposive sampling with three participants in a micro-teaching class (semester five). The study reveals that students applied metacognitive strategies of goal-setting, planning, monitoring, and evaluating strategies to enhance their teaching practices. These strategies are influenced by internal and external motivation factors, such as intuition, personal experience, and self-awareness. Nevertheless, as this study involved a small group and did not focus on real classroom practices, future studies are suggested to involve more participants and combine methods to track both the immediate and long-term effects of using metacognitive strategies in teacher training.

ENGLISH TEACHERS MOTIVATION AND CHALLENGES IN VOCATIONAL HIGH SCHOOL IN YOGYAKARTA Indraswari, Veronica Noviatri; Kuswandono, Paulus
LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018): Special Issue (Supplement) June 2018
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.v21iSuppl.1197

This study examines English teachers voices regarding the teacher professional development (TPD) experiences in state vocational high school in Yogyakarta, Indonesia. The voices include their motivation and perceived challenges of professional development efforts. The study is a qualitative research employing questionnaire and interviews to gather the data from ten English teachers in state vocational high school. The findings unravel some intrinsic motivations of English teachers and the challenges and needs perceived in doing TPD related to their time management, namely problems related to teaching schedule and time to look after the family. Most teachers also need more training to practice their ICT skills and performance. The suggestions for further studies are also discussed.

EFL Pre-service Teachers’ Leadership Project Practices in Indonesia's Teacher Professional Development Program Janu, Gregoriana Nobilio Pasia; Kuswandono, Paulus
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24108

Indonesia's Ministry of Education has integrated the Leadership Project course into the Pendidikan Profesi Guru (PPG) program, emphasizing the development of professional qualifications and leadership skills among EFL pre-service teachers. This study scrutinizes the influence of both conceptual and practical frameworks of the course on cultivating leadership competencies. It poses two pivotal questions: Firstly, how do pre-service EFL teachers perceive these frameworks within leadership projects? Secondly, what challenges do they face in executing these projects effectively? Utilizing an explanatory mixed-methods design, the study collated and analyzed data from 31 participants through surveys and inductive thematic coding. It revealed that while EFL pre-service teachers have a positive reception of leadership involving collective knowledge and change initiation, they also report significant hurdles. Implementing complex frameworks like Sustainability NEWS (Nature, Economy, Well-being, Society) and Appreciative Inquiry presented difficulties, predominantly due to time limitations and communication barriers with target groups. Furthermore, a gap in understanding the conceptual underpinnings led to complications in the planning and sustainable implementation of projects, exacerbated by tight schedules and financial restrictions. Feedback from participants highlighted a need for program enhancements, suggesting refined policies, more rigorous consultation processes, and an enriched focus on reflective practices. The study offers valuable insights into the perceptions of EFL pre-service teachers regarding leadership programs.

Exploring EFL Teacher's Agency and Self-efficacy in their Professional Practice among Indonesian EFL Teachers Utami, Artine Ayu; Kuswandono, Paulus
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): 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.v7i2.1358

Studies on language teachers' agency and self-efficacy have shown that both are essential elements of teachers' identities and practices. However, only some researchers have explored how teachers perceive their agency and self-efficacy in the Indonesian context. Thus, this study aimed to investigate how English teachers perceive their agency and self-efficacy in their teaching practices and environments. This study employed a mixed method study in which both quantitative and qualitative data were utilized to answer the inquiry. The results shed light on how teachers perceive agency with school conditions, how they perceive their self-agency, and their aspiration to become agentic teachers. It was revealed that the majority of the teachers perform professional development to stimulate their agency and efficacy. Challenges were also explored in this article. The evidence of this study imparts policy and practice implications as well as future research direction to gain a deeper understanding of teachersâ€™ agency and efficacy as well as to foster the practice in school contexts.

Co-Authors Afreilyanti, Elizabet Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Agustine Andriana Ayu Mahardika Alberik Ryan Tendy Wijaya Anchieta Ave Avillanova Anita Galuh Sri Hapsari Anita Galuh Sri Hapsari Annisa Satriani Dewi Aprilia Arnis Ginting Aprilia Dyah Kriswinahyu Arima Renny Dayu P Arima Renny Dayu Putri Atmoko, Septian Hanung Dwi Averina, Fidelis Elleny Bram, Barli Brigita Woro Diyatni Kusumaningtyas Christian Bernard Nichols Djami Concilianus Laos Mbato 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 Ivana Arlene Wellington 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 Lisa Elvi Wijaya 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 Regina Putri Nernere Resila, Yesika Windi Sanjaya, Paschalis Kurniawan Santa Monica Septian Hanung Dwi Atmoko Sinom, Patrick Adtya Pratama Siswanto, Indira Lusianingtyas Sulistyawati, Klara Tyas Titin Nurhayati Utami, Artine Ayu Wahyuni, Hanna Irma Wati, Rona Erlina Weran, Yohana Ina Widiarsih, Ivana Carla Monica Widiarto Adhi Setiawan Yohana Triana Ina Weran Yuli Ari Sandy Yuli Ari Sandy

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