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All Journal Journal of Education and Learning (EduLearn) JEES: Journal of English Educational Study ELTR Journal
Monica Ella Harendita
Universitas Sanata Dharma
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The influence of beliefs upon pre-service teachers’ professional identity Monica Ella Harendita; Truly Almendo Pasaribu
Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.263 KB) | DOI: 10.11591/edulearn.v13i2.8642

Abstract

Bearing in mind the interplay between beliefs and professional identities, constantly re-examining teachers’ beliefs is deemed to be significant in teachers’ identity formation. However, not much attention has been given to pre-service teachers’ beliefs. Through a case study, this research sought to reveal some beliefs held by four pre-service teachers doing their teaching practicum at a state junior high school in Yogyakarta. In addition, this study also attempts to describe the interplay between beliefs and the professional identity of those pre-service teachers’. Participants’ reflections, observations, and a focus group discussion were employed in order to figure out the answers to the research questions. The findings show that each of the participants processed the experiences they had in their teaching practicum differently. They started their teaching with pre-existing beliefs that were either confirmed or confronted when they did their practicum. The findings of this study also suggest that the interplay between beliefs and professional identity is complex. Not all beliefs were clearly reflected in the participants’ teaching performances. Some may seem contradictive to their beliefs. It implies that although the participants had sets of beliefs in their minds, teaching itself does not only represent their beliefs, but also serves as a stage where many intertwined factors occur.
COOPERATIVE LEARNING THROUGH TGT TO ENHANCE STUDENT’S BEHAVIOURAL ENGAGEMENT IN AN INCLUSIVE SCHOOL IN YOGYAKARTA Titis Pahargyan; Monica Ella Harendita
Journal of English Educational Study (JEES) Vol 5, No 1 (2022): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v5i1.1412

Abstract

This research deals with Teams-Games-Tournament (TGT) as one of the cooperative learning methods implemented in an inclusive school. The aim of the research was to examine the student’s behavioral engagement using the TGT in SMP Taman Dewasa IP Yogyakarta. Through a classroom action research, this study attempts to answer: To what extent does the cooperative learning in this classroom action research enhance the students' engagement in an inclusive school? The research was conducted in three cycles and the participants were 21 students at grade VIII. From the observation, questionnaires, and interviews, there was an increase in the behavioral engagement, from 3.02 to 3.2.
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN AN ESP CLASS TO IMPROVE READING AND SPEAKING SKILLS Ignatius Indra Kristianto; Monica Ella Harendita
ELTR Journal Vol. 6 No. 1 (2022)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v6i1.126

Abstract

Employing a descriptive qualitative method, the study aims at describing how the implementation of Project-Based Learning (PBL) has improved students’ reading and speaking skills in an English for Specific Purposes (ESP) class at Universitas Atma Jaya Yogyakarta. The contextual and real-life situations designed in PBL are expected to equip them better to practice the language and apply the content knowledge. The results of the questionnaires and interviews suggest that the students generally perceived PBL as an effective and creative method in learning. It has also helped them acquire better reading and speaking skills through the accomplishment of a variety of group projects. The improvements cover, among others, vocabulary, grammar as well as fluency and confidence in speaking. It is hoped that this research can provide benefits to researchers and FBE UAJY in general. The results of this study may provide meaningful inputs on the process of teaching and learning activities. Thus, ESP lecturers can find the most appropriate method to improve students’ English skills.
Co-Authors Ignatius Indra Kristianto Titis Pahargyan Truly Almendo Pasaribu