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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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The Development of Pre-service Teacher Resilience during Internship Programs in an Indonesian Private University Kusumaningtyas, Brigita Woro Diyatni; Kuswandono, Paulus; Ena, Ouda Teda
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4180

Teacher resilience refers to the ability of teachers to adapt to challenges and overcome difficulties in their professional lives. The debates in literatures have centred around the ideas that resilience is not a static characteristic, but rather a fluid and evolving characteristic that can be cultivated and reinforced through a period of time. Pre-service teachers, especially those engaging in school-based practicums as part of their teacher education, should put significant thought into the identities they cultivate as future educators. This study aims to compare pre-service teachersâ€™ resilience during first and second of their internship at school. The research question deriving from this aim is as follows, â€œWhat are the studentsâ€™ comparative perceptions of their resilience during first and second phase of their internship?Â A questionnaire was employed to gather the data needed for the research. The findings show that second phase internship students have greater teacher resilience than the first phase internship students. The differences seen can be linked to a range of reasons, including disparate encounters during the teaching practicum, self-efficacy, social support, and the ability to interpret challenges as prospects for growth. Moreover, it has been found that external factors, such as parental expectations and financial considerations, have a significant impact on the development of teacher identity and passion for the teaching profession.

Exploring Indonesian EFL Teachers’ Agency and Self-Efficacy in Using Artificial Intelligence Tools Afreilyanti, Elizabet; Kuswandono, Paulus
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5441

Despite numerous studies on teacher’s agency and self-efficacy, little attention has been given to examining how teachers’ agency manifests in the use of artificial intelligence and how it influences teachers’ self-efficacy. Teachers as active agents are demanded to effectively and independently exercise their digital agency in teaching. In essence, teacher’s agency allows them to make informed choices about using artificial intelligence to promote their teaching, which might influence their perceptions of their self-efficacy. Thus, this study aims to fill the gap by examining how EFL teachers’ agency manifests in the utilization of AI tools and how they perceive their self-efficacy. Employing a qualitative study, this research employed open-ended questionnaires and semi-structured interviews to gather the data. Five EFL teachers who have used artificial intelligence in their teaching participated in this study. To analyze the data, the researcher employed selective coding. The data revealed two teacher agency drove three participants to use artificial intelligence in three parts namely lesson planning, implementation, and assessment, and the other two participants used it for lesson planning and assessment. Furthermore, this study found that the five participants perceived high self-efficacy towards their use of artificial intelligence. Thus, schools and teacher educational programs should provide targeted professional development programs that emphasize the importance of teacher agency. In particular, training should focus on how teachers can utilize artificial intelligence tools to enhance their pedagogical practices that contribute to building high self-efficacy.

Motivational Pathways to Success in English Language Learning: Insights from Higher Education Widiarsih, Ivana Carla Monica; Kuswandono, Paulus
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 2 (2024): Mei - Agustus 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.2.2024.4354

Knowing the driving factors in achieving something is necessary. whether based on the outside or from oneself. The objective of this study is to establish the levels of self-determination of English language students with attention, relevance, confidence, and satisfaction (ARCS Model). The achievement of understanding English depends on the degree of motivation demonstrated by the student, which may be classified as intrinsic or extrinsic. The research population comprised a few students from each class enrolled in an English Educational Program during the odd semesters of the academic year 2023/2024 at Satya Wiyata Mandala University. The Data is gathered from 40 students in total via questionnaires and interviews within a mixed-method research technique adopted in the study. Data was gathered via questionnaires and interviews. The questionnaire was developed using Gardner’s Attitude Motivation Test Battery (AMTB). The study employed a Likert Scale instrument with the 5-point rating system for quantitative data, which was developed based on the Likert Scale Format. The replacement was supplied by students in the questionnaire and interviews were used to generate the study’s conclusions. The participants exhibited higher levels of intrinsic motivation (M = 3.9) compared to extrinsic motivation (M = 3.7).

UNRAVELLING THE MOTIVATIONAL FORCES BEHIND PURSUING A POSTGRADUATE DEGREE IN ENGLISH EDUCATION Iwony Dwi Kristiana; Paulus Kuswandono
Indonesian Journal of Educational Development (IJED) Vol. 5 No. 2 (2024): August
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v5i2.3990

This study investigated the motivations of fresh graduate student pursue their postgraduate study in the English Education Master Program at Sanata Dharma University. The objectives of the study are the to examine the psychological needs, intrinsic factors, and extrinsic factors to develop their study. The main research instruments in this study are semi-structured interviews, which are conducted using a qualitative methodology. The findings revealed that the psychological needs related to the reason for pursuing postgraduate study, participants expressed a desire for control over their educational choices and the importance of feeling competent in their field. The study also finds out intrinsic and extrinsic factors, such as skill development, enhanced career prospects, and meeting personal needs, students are encouraged to pursue a graduate degree. The results show that intrinsic motivation, environmental factors, and professional orientation play an important role in students' decisions to pursue a postgraduate education. Although this study provides valuable insights, there are limitations in generalizing the findings to just the population studied. Suggestion for further research involving broader samples and more in-depth analysis is needed to understand the impact of motivation on graduate students' academic and career performance.

Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers Siswanto, Indira Lusianingtyas; Kuswandono, Paulus
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 Montessoriâ€™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 teachersâ€™ 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.

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.

Undergraduate Students’ Learner Autonomy during Thesis Writing: The Case of a Group of EFL Students in Indonesia Utami, Artine Ayu; Kuswandono, Paulus
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.46043

Abstract. Learner autonomy has recently gained popularity among scholars of ELT as autonomy is pivotal, especially during the thesis writing process. This study aims to explore undergraduate students’ learner autonomy during thesis writing. A case study method was employed to explore and record students' autonomy. A case study is a comprehensive, all-encompassing description and study of specific phenomena like a program, an institution, a person, a process, or a social unit. The data were collected from semi-structured interviews, weekly writing progress of five EFL students in Indonesia, and observation in the classroom. As a case study, those five participants were sufficient to represent their learning autonomy demonstrated during the semester. Oxford's taxonomy of learner autonomy was used to find the emerged themes from the interviews. The data raised three themes: motivation, agency, and writing strategies. The extrinsic motivation was more dominant than intrinsic motivation in this study. Moreover, three of five participants indicated highly intense motivation. Regarding learning strategy, students with more motivation were able to explore more writing strategies. It was found that social strategies were widely employed by the participants. They like to discuss with their peers and ask for feedback from their supervisor. Agency during undergraduate thesis writing is still underrepresented, particularly the one demonstrating students’ decisions about their research trajectory. This study revealed that their agency is affected by their experiences and projective dimension to make improvements. Supervisor instructions play a crucial role in the development of students' autonomy. Hence, further investigation in this area is needed. This study offers research and practical implications for future research and educators, especially in higher education. This study provides a future research direction for both students and lecturers to foster learner autonomy during undergraduate thesis writing.Keywords: Agency, Learner Autonomy, Motivation, Writing Strategies

Delving into Critical Incident Experiences of EFL Teachers: A Lesson Study Reflection Yuli Ari Sandy; Paulus Kuswandono
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27704

This qualitative research explored Critical Incident (CI) experiences of English as a Foreign Language (EFL) teachers through the frame of Lesson Study (LS). Five EFL local teachers at SMPN 1 Nguter participated in this research. The purpose of this study was to explore the impacts of Critical Incident (CI) experiences on the professional development of English as a Foreign Language (EFL) teachers and to examine how these experiences influenced their teaching practices at SMPN 1 Nguter through the framework of Lesson Study. The study also aimed to understand how reflective practices within lesson study activities could contribute to the development of adaptive, student-centred, and culturally responsive teaching strategies. Data were collected using interviews, observation, guided reflection, and document analysis. A narrative inquiry research design was applied. The data were analyzed through triangulation and coding (open-, axial-, and selective coding). The result indicated that the impact of CI experiences on TPD includes emotional resilience, pedagogical improvement, professional learning community, and lifelong learning. These experiences improved teaching practice by supporting adaptive teaching strategies, particularly in rural contexts. Reflective CI analysis can promote more student-centered and culturally responsive teaching. These findings emphasizes the importance of structured reflection within collaborative frameworks, such as lesson study (LS), to promote continuous professional development among EFL teachers in similar educational setting worldwide. Further research is needed to explore the long-term impact of reflective practice on teaching effectiveness and student outcomes.

EFL Teacher Identity Construction During Online Learning: Challenges, Adaptations, and Pedagogical Implications Lisa Elvi Wijaya; Concilianus Laos Mbato; Paulus Kuswandono; Barli Bram
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 4 (2023): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i4.31991

The development of online learning and digital technologies has influenced the formation of EFL teacher identity. This literature review investigates the development of EDL teacher identity during online learning. This review aims to provide a comprehensive understanding of the complexities and subtleties of EFL teacher identity construction in the online learning context. The selected studies were collected through a systematic approach. Thematic analysis was employed to analyze the unique challenges encountered by EFL instructors during online learning, their adaptation and transformation in identity construction, and the pedagogical implications for effective online language teaching. The results emphasized the importance of addressing challenges, supporting EFL teachers in professional development, and implementing effective teaching methods in online language learning. These findings contribute to the improvement of EFL teacher preparation, pedagogical practices, and online learning support systems.

Emotion regulation and support mechanism in pre-service English teachers’school-based practicum Sanjaya, Paschalis Kurniawan; Kuswandono, Paulus
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32205

The school-based practicum constitutes a critical component of teacher education, affording pre-service teachers authentic pedagogical experiences within actual classroom environments. Notwithstanding the established implementation of the Teaching Practice Program (PLP) in Indonesia, scholarly inquiry into emotion regulation and support mechanisms within this context remains limited. This study therefore seeks to investigate the emotional challenges encountered by pre-service English teachers during their practicum, the strategies they employ to regulate these emotions, and the support mechanisms that facilitate this process. Guided by the following research questions: (1) How do pre-service English teachers regulate their emotions in response to the affective challenges encountered during the school practicum? and (2) What support mechanisms contribute to their emotional management and professional development? the research is theoretically framed by emotion regulation theory, emotional labor theory, and communities of practice theory. A qualitative phenomenological methodology was employed, utilizing semi-structured interviews for data collection. Findings indicate that pre-service teachers frequently experience negative affective states, including anxiety, self-doubt, stress, and frustration. In response, they deploy an array of regulation strategies, such as meticulous planning, cognitive reappraisal, attentional deployment, and situational suppression. The study further highlights the essential function of structured support systems, which provide crucial emotional and instrumental assistance through mentorship, constructive feedback, and collaborative engagement.

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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