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All Journal 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) 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 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 JEELS (Journal of English Education and Linguistics Studies) Magister Scientiae Englisia COUNS-EDU: The International Journal of Counseling and Education ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Concilianus Laos Mbato
Universitas Sanata Dharma
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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ENGLISH TEACHER IDENTITY CONSTRUCTION: INDONESIAN TEACHERS’ MOTIVATION AND STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEEDS STUDENTS Yunika Upa; Concilianus Laos Mbato
PROJECT (Professional Journal of English Education) Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, MARCH 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i2.p311-321

Abstract

Being a teacher in special needs school is not an easy job. Besides having to possess knowledge about children with special needs, special needs school teachers are required to have high patience and good mentality at work. One factor that affects the teachers’ success in educating students at special needs school, is the teachers’ motivation in carrying out their obligation. This study aimed to investigate what factors affected Indonesian teachers’ motivation in shaping and developing their identities and what strategies they used in teaching students with special needs.Using a qualitative method, the researchers gained data by interviewing teachers from two special needs schools in Yogyakarta, Indonesia. After analyzing the data, the researchers found that both intrinsic factors such as the desire to assist students with special needs to be more independent, and extrinsic factors such as family, students, and colleagues influenced the teachers’ motivation to teach in special needs schools in Yogyakarta. These factors played an important role in developing and shaping the teachers’ identity. The researchers also found that audio visual materials became the most effective and helpful strategies in teaching English for special needs schools. This study offers some suggestions for future researchers and Indonesian government.Keywords: Teacher Identity, motivation, teaching strategies, audio visual materials
INDONESIAN CIVIL ENGINEERING STUDENTS’ METACOGNITIVE AWARENESS DURING INDEPENDENT ENGLISH SPEAKING CLUB ACTIVITIES Tabita Hermayani; Concilianus Laos Mbato
PROJECT (Professional Journal of English Education) Vol 3, No 5 (2020): VOLUME 3 NUMBER 5, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i5.p553-564

Abstract

The global market’s growth influences the increasing need of English speaking proficiency for many professions. Hence, non-English department students equip themselves with English speaking proficiency. Some take courses in some informal institutions; others make their own independent English club. A group of metacognitive Civil Engineering students in Indonesia formed a Speaking Club to facilitate their learning. The research aimed to measure the metacognitive awareness of some Civil Engineering students during their independent learning activities. The analysis was done by using the Metacognitive Awareness Inventory (MAI). To triangulate the data, interviews, observation and critical reflection were used. From the research it could be concluded that independent learning can be facilitated and born from cooperative learning. Cooperative learning builds up learners’ motivation through peer feedbacks and monitoring done by a tutor. Metacognitive awareness was built upon the realization of clear learning objectives, followed by self-determination, and planning. Consistency is also required to sustain self-regulated learning. Keywords:  Metacognitive Awareness, Speaking, Learning Strategy 
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
Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction Jennifer Jennifer; Concilianus Laos Mbato
Ethical Lingua: Journal of Language Teaching and Literature Vol. 7 No. 1 (2020)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (407.176 KB) | DOI: 10.30605/25409190.172

Abstract

Personal journeys in teacher education programs are crucial in helping pre-service teachers to build “a strong and positive professional identity” (Ivanova & Skara-Mincne, 2016; Yuan & Lee, 2015). This study aimed to elaborate on critical incidents regarding beliefs and motivation to become teachers in shaping teacher professional identity. It involved pre-service teachers who major in a Master’s Program in English Education at a university in Yogyakarta, Indonesia. As the methodology to collect data, critical incident techniques was used, which constitute five steps: 1) Establishing general aims; 2) Establishing plans and specifications (formulating frames of references and categories); 3) Collecting data; 4) Analyzing data; and 5) Interpreting, analyzing, and reporting data (Hughes, Williamson, & Lloyd, 2007). Some teachers may mix their experiences with blind judgments due to emotional reactions. Thus, critical incident technique enables pre-service teachers to revisit their incidents critically. The results of the study led to a conclusion that lack of personal connections between the participants and people who had taught them contributed to the participants’ neutral beliefs about teaching, which in turn contributed to their low intrinsic motivation to be teachers.
Struggles and Strategies in Constructing Professional Identity: The First-Year Teaching Experiences of Indonesian EFL Novice Teachers Aplonia Nelci Ke Lomi; Concilianus Laos Mbato
Journal of English Education and Teaching Vol 4, No 1 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.1.1-19

Abstract

Several studies have recorded the increasing number of teachers who left the profession in the first year of teaching in recent years. The main cause is the difficulties over the first year of teaching and the unsatisfactory construction and growth of professional identity. This qualitative study attempted to reveal the struggles faced during their first year of teaching by EFL novice teachers working in Nusa Tenggara Timur, Indonesia and how they coped with those struggles regarding their development of professional identity. The struggles are split into internal and external struggles based on the result. The internal struggles are linked to how teachers controlled their emotions self-efficacy, and ability to teach, their jobs and their personal opinions. The external challenges related to the management of the classroom, the abilities, and attitudes of the students, the lack of resources and facilities in the school, the relationships with their colleagues and their salaries. This research is intended to provide more insight into the realities of teachers working in an underdeveloped province like East Nusa Tenggara, in particular how they establish their professional identity in a lack of facilities and learning resources.Keywords: East Nusa Tenggara; Novice Teachers; Professional Identity; Struggles and Strategies
THE VULNERABILITY OF NOVICE EFL TEACHERS IN FORMAL AND NON-FORMAL TEACHING ENVIRONMENT Erina Andriani; Concilianus Laos Mbato
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v9i1.22473

Abstract

ABSTRACTStudies have investigated teacher vulnerability and its relation to teacher identity construction. Teacher vulnerability may emerge from internal and external conflicts based on teachers’ experiences. Though studies covered internal and external challenges for teachers, they rarely compared the academic environment aspect. This research intended to see if environment variables as external factors caused different experiences and vulnerabilities in novice EFL teachers. Therefore, this research aimed to determine if the different academic environments in formal and non-formal settings posed distinct challenges for novice EFL teachers. This study used narrative inquiry with a reflection and interview to gather the data. The participants were four novice EFL teachers: two teachers from formal education (FE) and non-formal education (NFE). The results showed that FE and NFE teachers shared some challenges, including student participation and classroom management, that led to vulnerability. Still, FE and NFE teachers also shared their distinct challenges. The teachers had similar strategies to cope with their vulnerability, but FE and NFE teachers employed additional strategies to face their distinct challenges. This study may help teachers consider different teaching environments for identifying and overcoming vulnerability. ABSTRAKBanyak studi telah meneliti kerentanan guru dan relasinya dengan pembentukan identitas guru. Kerentanan guru dapat tumbuh dari pertentangan internal dan eksternal, berdasarkan pengalaman para guru. Walau banyak studi telah mempelajari tantangan internal dan ekternal guru, namun belum banyak studi yang membandingkan aspek lingkungan akademik. Penelitian ini bertujuan untuk melihat apakah variabel lingkungan sebagai faktor eksternal menyebabkan perbedaan pengalaman dan kerentanan bagi guru Bahasa Inggris pemula. Maka dari itu, penelitian ini bertujuan untuk melihat apakah lingkungan akademik formal dan non-formal yang berbeda memberikan tantangan yang berbeda bagi guru Bahasa Inggris pemula. Penelitian ini menggunakan penelitian naratif dengan refleksi dan wawancara untuk mengumpulkan data. Responden studi ini adalah empat guru Bahasa Inggris pemula, dua orang dari pendidikan formal (PF) dan dua orang dari pendidikan non-formal (PNF). Hasil penelitian menunjukkan bahwa guru pendidikan formal dan non-formal mengalami berbagai tantangan serupa, seperti partisipasi siswa dan manajemen kelas, yang merujuk pada kerentanan guru, namun guru PF dan PNF juga mengalami tantangan yang berbeda. Untuk mengatasi kerentanan mereka, guru juga menerapkan strategi yang serupa, namun guru PF dan PNF juga menerapkan beberapa strategi yang berbeda dalam mengatasi tantangan. Penelitian ini dapat membantu para guru untuk mempertimbangkan lingkungan mengajar yang berbeda dalam mengidentifikasi dan mengatasi kerentanan.
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.
Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences Yoannes Yuka Krisdianata; Concilianus Laos Mbato
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i3.930

Abstract

Constructing teacher identity is important for pre-service teachers, especially when taking part in teacher training practicums in school. Nonetheless, they faced many adversities, such as passive students, negative emotions, and anxiety. Therefore, pre-service teachers need to be aware of their capacity for resilience. This study aimed to discover the resilience factors pre-service teachers had in coping with the problems found in teacher training practicums in schools in constructing their teacher identity. A mixed-method study from questionnaires and semi-structured interviews was employed to gather quantitative and qualitative data. The participants reported that they faced hard times but displayed high resilient ability. It was influenced by their perseverance, ability to reflect,  adaptive help-seeking,  responses to the negative affect, and emotional regulation. The resilient ability supports the teacher identity construction after conducting a teaching practicum in school. Further research needs to consider the number of participants, gender, age, and the school levels where the teaching practicums are conducted to gain more perspectives on pre-service teachers’ resilience.
An investigation of Papuan English Teachers' Emotional Management during Teaching Romrome, Abel Yohanis; Mbato, Concilianus Laos
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.37520

Abstract

Emotional management is one crucial skill that teachers should acquire. In this case, the teachers should be able to regulate their emotions to succeed in the teaching process. This study aimed to investigate how Papuan English teachers manage their emotions during teaching based on two research questions: 1. In which situation do Papuan English teachers experience positive and negative emotions? 2. To what extent can Papuan English teachers manage their emotions during teaching? The four participants who contributed to this study were experienced English teachers from two Junior High Schools in Timika, Papua, Indonesia. In this study, the researchers employed a qualitative method, specifically a descriptive case study. In collecting the data, the researchers used two types of instruments namely open-ended questions and semi-structured interviews. Meanwhile, the researchers used the thematic analysis method to analyze the data. Based on the findings, the positive emotions consisted of four elements such as happiness, motivating, confidence and pride. The negative emotions also encompassed four elements: anger, stress, sadness, and anxiety. In addition, the findings suggested that most participants had regulated their emotions properly and appropriately by employing several strategies such as avoiding harsh words during anger, self-relaxing, self-talking, and reflection. They also treated the students with care and love in building teacher-students' relationships (professional empathy).
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.
Co-Authors Andrea Rinjani Purwanto Anne Yustica Pramesti Sumarsono Anselma, Yonas Yona Bria, Maria Gaudensi Caku, Caku Cendra, Anastasia Chelvino Dimas Hardita Danang Satria Nugraha Diasti, Krismalita Sekar dos Santos, Natalina Antónia Edeltrudis Patrisia Soge Edeltrudis Patrisia Soge Efrika Siboro Elisabeth Avryanne Suminto Elizabeth Emmanuela Sulistyawati Elizabeth Emmanuela Sulistyawati Erina Andriani Erina Andriani Fidelia Ratih Widya Wardani Florida, Nancy Agatha Gabriella, Melvina Risky Galuh Wuryaningtyas Gloria Gloria Gloria, Gloria Indaswari, Ragilia Intan Clara Briliant Mallisa Jennifer Jennifer Juthathip Mingkun Ke Lomi, Aplonia Nelci Koli, Gabriela Apriani Krismalita Sekar Diasti Krismalita Sekar Diasti Kristian Florensio Wijaya Larasati, Rachelina Legisia Euvania Mallisa, Intan Clara Briliant Manuel Mendonca Araujo Monika Dini Kurniasari, Monika Dini Mustika Aji Hertanto Nancy Agatha Florida Nasution, Annio Indah Lestari Natalina Antonia dos Santos Ninyikiriza Deborah Lynn Nurhapsari Astriningsih Ouda Teda Ena Paradewari, Dirtya Sunyi Paradewari, Dirtya Sunyi Pricillia, Prisca Eirene Romrome, Abel Yohanis Rosari, Maria Dewi Sarce Lobi Simron Krisnuarjati Hindom 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