Article Per Year (5 Year)
p-Index From 2021 - 2026
4.617
P-Index
This Author published in this journals
All Journal Magister Scientiae ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature IJEE (Indonesian Journal of English Education) Englisia Journal Journal on English as a Foreign Language (JEFL) ELT Echo IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of Humanity Studies (IJHS) Tell : Teaching of English Language and Literature Journal Journal Of English Language and Education LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra COUNS-EDU: The International Journal of Counseling and Education Journal of Educational Research and Evaluation JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) ANIMA Indonesian Psychological Journal IJOLTL (Indonesian Journal of Language Teaching and Linguistics) ELTR Journal Ethical Lingua: Journal of Language Teaching and Literature Al Hikmah: Journal of Education UC Journal: ELT, Linguistics and Literature Journal Prima Magistra: Jurnal Ilmiah Kependidikan
Concilianus Laos Mbato
Universitas Sanata Dharma
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

Published : 59 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 59 Documents
Search

 1   2   3   4   5 
An Analysis of Teacher Motivational Changes from the Perspective of Activity Theory: The Cases of Indonesian English Teachers in Thailand Maria Dewi Rosari; Concilianus Laos Mbato
(JELE) Journal Of English Language and Education Vol 6, No 1 (2020)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v6i1.1187

Abstract

In this research, the researchers explore the motivational fluctuation of Indonesian teachers teaching in Thailand from the perspective of Activity Theory. The researchers chose participants teaching in different provinces in Thailand and spending different length of teaching there in order to provide more representative picture of the motivational fluctuation. The findings of the research indicated that the presence of teacher fellows and local community and students’ behavior functioned as the most significant elements for their teaching motivation. The teachers’ motivation levels fluctuated most significantly when they were exposed to those elements, which in AT Theory are called subject and community. The other four AT Theory elements, namely object, mediational tools, rules, and division of labor, although gave influences to the teachers’ motivation, were the least likely to be as crucial as the previous two. School administrators and or academic supervisors could benefit from the findings of this study by making sure that the crucial elements of teacher motivation are well and positively maintained in the environment of their institutions; so that teachers could perform their jobs effectively and thus the school’s performances gradually increases.
Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation Concilianus Laos Mbato; Anastasia Cendra
(JELE) Journal Of English Language and Education Vol 5, No 1 (2019)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.472 KB) | DOI: 10.26486/jele.v5i1.949

Abstract

Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.
Graduate Students’ Perceived Self-Efficacy in Task-Based Learning Fidelia Ratih Widya Wardani; Concilianus Laos Mbato
ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i2.19599

Abstract

Self-efficacy is very important for graduate students and therefore has to be strongly instilled in order to encourage them to achieve their learning goals successfully including using English to communicate academically. Students are required to be studious and robust in learning and doing assignments. Nevertheless, many students feel anxious about their ability to perform their tasks moreover task-based learning. Conducted during the pandemic situation, this research aimed to investigate graduate students’ perceived self-efficacy in task-based learning. One research question was formulated: How does self-efficacy assist English Education Master Students in TBL learning? This research employed a mixed-method utilizing survey and interview to gather data from English Education Master Students, who had experienced task-based learning in Sanata Dharma University. The result shows that the students’ self-efficacy assisted them to be dare and confident in using the second language as the communicative tool in the TBL approach and achieve their learning goals
Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers kristian florensio wijaya; Concilianus Laos Mbato
ELT Worldwide: Journal of English Language Teaching Vol 7, No 1 (2020)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v7i1.13010

Abstract

ABSTRACTIt is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method       
EXPLORING VOLITION IN PUBLIC SPEAKING CLASS AMONG THE ENGLISH EDUCATION STUDENTS IN SANATA DHARMA UNIVERSITY Aplonia Nelci Ke Lomi; Concilianus Laos Mbato
LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v9i2.3206

Abstract

Public speaking is frequently referred to as an anxiety-provoking activity. Volition is linked to individuals' willpower and persistence to face distraction in achieving particular goals. The aim of this study is exploring the volitional strategies used by English speaking class students and the factors that particularly influenced the students in dealing with the anxiety in public speaking. The participants are the 30 public speaking class students. This study used a questionnaire and interview as the instruments for data collection. The volitional strategies found in this study are split into two kinds: action control and emotion control strategies. The factors influencing students in learning public speaking revealed are inferiority or lack of self-esteem, audience pressures, the absence of preparation, references, vocabulary; and unpredictable examination. The researcher concluded that the students show high volitional stage with their own strategies to overcome anxiety and distractions in public speaking class. This research is undertaken to encourage EFL students to overcome their anxiety and fear in speaking English.
Abstract in Undergraduate Thesis: a Study of Linguistic Realizations of Rhetorical Moves and Thematic Patterns of Indonesian EFL Students Danang Satria Nugraha; Concilianus Laos Mbato
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 1 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i1.28161

Abstract

Abstract.  In academic writing, an abstract is the most important initial part of a publication. Besides being substantive, an abstract is a reflection of the quality of the publication. Based on fifty abstracts from Indonesian undergraduate students’ publications in two departments, this study aimed to explore these questions: (1) how do Indonesian undergraduate students apply the rhetoric moves in their research abstracts and (2) how do Indonesian undergraduate students apply the thematic patterns in their research abstracts? In doing so, Paltridge’s (2012) Thematic Progression and Swales’s (2004) CARS model were adopted. The results showed at least three obligatory rhetorical moves in the abstract written by Indonesian undergraduate students, viz., (a) situating the research, (b) describing the methodology, (c) and summarizing the findings. The results also indicated that both linear and constant thematic patterns tended to be predominantly utilized by students. This was evident in certain linguistic features including grammatical subjects, verb tense, and voice. This study provides practical and pedagogical implications for lecturers and undergraduate students involved in academic writing, and suggestions for future research.Keywords: Research Abstract, Rhetoric Moves, Thematic Patterns, Indonesian Undergraduate Students
Motivation to Learn English: Why Indonesian Adult Learners Join a Community of Interest Nurhapsari Astriningsih; Concilianus Laos Mbato
ANIMA Indonesian Psychological Journal Vol. 34 No. 2 (2019): ANIMA Indonesian Psychological Journal (Vol. 34, No. 2, 2019)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.222 KB) | DOI: 10.24123/aipj.v34i2.2202

Abstract

The importance of having a mastery of the English language has motivated language students to learn, not only in class, but also through other informal extra-curricular activities. One of these activities is gathering together in communities of interest. Motivation has been proven to have an impact on the success of learners in organizing their language-learning activities. Via Likert-scale questionnaires and semi-structured interviews, this study has examined motivation towards the study of English amongst members of a community of interest in Yogyakarta, Indonesia. The participants in this study were 85 English language club members, studying across a number of fields in several Yogyakarta universities. Six participants were then chosen for interview. On the basis of quantitative and qualitative analysis, these learners showed a high level of motivation in all aspects, with slight dominance for intrinsic and instrumental motivation. The research offered implications for further study.
Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession Aplonia Nelci Ke Lomi; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2396

Abstract

Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.
Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies Erina Andriani; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.3006

Abstract

Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the quantitative data analysis, the students used most metacognitive strategies to a high degree. The only significantly different strategy use was guessing meaning (F=0.232, p<0.05), where male students used it more often. From the qualitative data analysis, the female students used more strategy variations than the male students (20 and 18 strategy variations respectively).  The students shared some similar and some different reasons to use metacognitive reading strategies. The results suggested the gender influence on male students to make predictions. The findings from this research will prompt English teachers to introduce metacognitive strategies in reading through appropriate instructions and guidance to enable the students to implement and develop their metacognitive strategies in academic reading.
Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies Elizabeth Emmanuela Sulistyawati; Concilianus Laos Mbato
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3114

Abstract

Students’ self-efficacy and reading strategies have been globally investigated. However, there is a limited number of studies in Indonesia that examined the correlation between self-efficacy and metacognitive reading strategies. This study aimed to find out the correlation between students’ self-efficacy and metacognitive reading strategies, their perceptions of self-efficacy, and their metacognitive strategies. This mixed-method study used a Likert scale questionnaire and interview to collect the data. From the quantitative data analysis, the results show that there is a positive correlation between students’ self-efficacy and metacognitive reading strategies of the Indonesian graduate students, which was significant at the 0.01 level (r = .970, n = 33). The students used the most metacognitive strategies in every stage of reading to a high degree. They also shared different strategies used when students encountered difficulties (St. 5, M=4.12). From the qualitative data analysis, the students applied four different strategies for each reading stage. They also shared the different reasons concerning the use of metacognitive reading strategies. This current study offers one major implication. Since the students’ levels of self-efficacy are affected by extrinsic aspects, teachers need to develop a professional identity that enables them to support students in developing self-beliefs and metacognitive reading strategies.
Co-Authors Anastasia Nelladia Cendra Anne Yustica Pramesti Sumarsono Anselma, Yonas Yona Bria, Maria Gaudensi Danang Satria Nugraha Diasti, Krismalita Sekar Efrika Siboro Elisabeth Avryanne Suminto Elizabeth Emmanuela Sulistyawati Elizabeth Emmanuela Sulistyawati Erina Andriani Erina Andriani Fidelia Ratih Widya Wardani Florida, Nancy Agatha Gloria Gloria Gloria, Gloria Hertanto, Mustika Aji Indaswari, Ragilia Intan Clara Briliant Mallisa Jennifer Jennifer Ke Lomi, Aplonia Nelci Krismalita Sekar Diasti Krismalita Sekar Diasti Kristian Florensio Wijaya Larasati, Rachelina Lynn, Ninyikiriza Deborah Mallisa, Intan Clara Briliant Manuel Mendonca Araujo Monika Dini Kurniasari, Monika Dini Nancy Agatha Florida Nasution, Annio Indah Lestari Nurhapsari Astriningsih Ouda Teda Ena Paradewari, Dirtya Sunyi Paradewari, Dirtya Sunyi Romrome, Abel Yohanis Rosari, Maria Dewi Soge, Edeltrudis Patrisia Sumarsono, Anne Yustica Pramesti Sumit Choemue Tabita Hermayani Teofanne Nurinik Wea Wardhani, Anastasia Camelia Widiastuti, Maria Kartika wijaya, kristian florensio Yoannes Yuka Krisdianata Yunika Upa