Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Scholaria: Jurnal Pendidikan dan Kebudayaan JEES: Journal of English Educational Study
Krismalita Sekar Diasti
Sanata Dharma University
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers Krismalita Sekar Diasti
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 11 No 1 (2021)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2021.v11.i1.p1-10

Abstract

Several studies show that EFL novice teachers often feel stress as they encounter shock from the rapid shift of a student to a teacher. Stress experienced by EFL novice teachers occurs because of internal or external factors. Stress which cannot be regulated will result in teacher burnout that can lead them to leave the profession. This qualitative study intended to investigate EFL novice teachers’ stress factors and coping strategies which influence their professional identity construction. The data was obtained by conducting an in-depth interview with three EFL novice teachers. The findings showed that EFL novice teachers experienced stress because of three factors, namely, personal, interpersonal, and organization factors. Despite feeling stress, EFL novice teachers demonstrated their abilities to cope with the circumstances. The participants elaborated how they cope with the situations as well as how stress factors influenced their identity as teachers. This study provides some suggestions for future researchers and EFL novice teachers.
THE ROLE OF MOTIVATION-REGULATION IN MASTER STUDENTS’ ACADEMIC READING Krismalita Sekar Diasti; Concilianus Laos Mbato
Journal of English Educational Study (JEES) Vol 3, No 2 (2020): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v3i2.698

Abstract

Abstract: Motivation is a paramount aspect in the learning process. It is a drive that encourages students to achieve better learning results. In the process of accomplishing the learning task, students might encounter difficulties that can demotivate them. Therefore, motivation-regulation is needed to maintain students’ motivation in completing the task. Many studies have been done to investigate master students’ academic reading. Yet, little research has explored master students' motivation-regulation in academic reading. This paper sought to investigate the role of motivation-regulation in master students’ academic reading. It employed mixed-method research where the researchers distributed questionnaires and conducted an interview to collect the data. The research took place at the English Education Master’s Program of Sanata Dharma University from February to April in 2020. There were 14 master students involved in this study. The findings showed that there were three roles of motivation-regulation in master students’ academic reading: (1) Students had high self-efficacy in academic reading which enable them to accomplish the academic reading task; (2) they had an intrinsic interest in academic reading which empowered them to maintain their motivation in the process of academic reading; (3) they had positive emotions towards academic reading. The researchers concluded that the students in this study are capable of regulating their motivation in an academic reading task. This study proposed two suggestions for future research.Keywords: motivation, self-regulated learning, motivation-regulation, academic reading
Co-Authors Concilianus Laos Mbato