Articles
<![CDATA[Confronting the difficult challenges of academic reading of Indonesian graduate students through the lens of self-efficacy and metacognitive strategies ]]>
<![CDATA[Elizabeth Emmanuela Sulistyawati]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v12i1.3114
<![CDATA[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.]]>
<![CDATA[EFL NOVICE TEACHERS’ EMOTION REGULATION IN INDONESIAN PRIMARY AND SECONDARY SCHOOLS: EMOTIONAL LABOR ]]>
<![CDATA[Gloria Gloria]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[Teachers’ emotions can impact the classroom’s learning atmosphere and affect students’ motivation and engagement. By involving emotional labor, teachers can pursue their professional goals, such as teaching effectively and maintaining a positive relationship with students and colleagues. This study explored the emotional labor of EFL novice teachers at different levels of schools using the Critical Incident Technique (CIT) to collect data and establish triangulation using an open-ended FGD questionnaire and in-depth interviews. Six EFL novice teachers in Indonesian primary and secondary schools were purposefully chosen as the participants of this study. Thematic analysis was employed to code and organize the themes when assessing the data. The findings showed that EFL beginner teachers used various emotional labor strategies depending on their teaching experiences, the nature of interactions, and their relationships with students, parents, and colleagues. Surface acting was visible when teachers needed to hide their negative emotions while displaying positive ones. Still, deep acting was more prominent when teachers demonstrated empathy and sincerity in their interactions. Therefore, understanding emotional labor strategies will enable novice teachers to improve their well-being and effectiveness in the classroom. The study suggested future research on EFL teachers’ emotional experiences, emphasizing the need for a deeper understanding of both experienced and novice teachers’ emotional labor.]]>
<![CDATA[Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers ]]>
<![CDATA[Mbato, Concilianus Laos]]>;
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v6i2.47
<![CDATA[To be professional EFL teachers in the future, pre-service teachers should continuously construct their identities amid various obstacles and difficulties they confront in their working circumstances. This study attempted to investigate undergraduate students’ perceptions of their identity as future teachers. One research problem was proposed in this study namely: What are the factors influencing pre-service teachers to develop their teacher identity through Micro Teaching Class? This study applied qualitative method harnessing three research instruments i.e., classroom survey, students’ reflections on their future teaching vocation, and interview to gather the data from Micro Teaching Class of the English Education Study Program, Sanata Dharma University, Yogyakarta. The findings indicated that most pre-service EFL teachers studying in Micro Teaching Class were willing to nurture their identities as future educators as long as extensive supports given to them. Future researchers need to conduct more intensive studies on the relationship between agency and resilience influencing pre-service EFL teachers’ professional identity development.]]>
<![CDATA[Indonesian master students’ motivation and metacognitive strategies in academic writing ]]>
<![CDATA[Gloria, Gloria]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v11i1.18559
<![CDATA[In higher education, students must complete their studies by writing academic papers and publishing research articles. Students might have experienced ups and downs because not all students like to write, especially academic papers. Good writers use metacognitive strategies and maintain their motivation to improve their writing skills. The current researchers conducted a mixed-method study to determine master students’ motivation and metacognitive strategies in their writing and how metacognitive strategies affected their motivation in academic writing. The participants were 40 master’s students of English Education at Sanata Dharma University, Yogyakarta. The researchers gathered the data using a close-ended questionnaire on Academic Writing Motivation and Metacognitive Strategy and a semi-structured interview. The first finding revealed that master students were more extrinsically motivated to write academic papers. However, both intrinsic and extrinsic motivation were involved in their success. The second finding indicated that master students were conscious of metacognitive strategies applying the stages namely planning, monitoring, and evaluating in different ways in writing. Data analysis also revealed a strong positive correlation between motivation and metacognitive strategies. They agreed that motivation and metacognitive strategy were connected in academic writing to achieve goals. Therefore, the results underlined that students must activate and maintain motivation and metacognitive strategy during the writing process. The implications and future research opportunities were discussed in this research.]]>
<![CDATA[EFL TEACHERS’ TRANSFORMATION: BURNOUT AND RESILIENCE EXPERIENCES IN TEACHERS’ PROFESSIONAL IDENTITY CONSTRUCTION THROUGH CRITICAL INCIDENT TECHNIQUES ]]>
<![CDATA[Anselma, Yonas Yona]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 18, No 1 (2023): October 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v18i1.48259
<![CDATA[Even though previous researchers recognized professional identity change as one of the most vulnerable stages for EFL teachers, only a few researched it in Indonesia's context, applying the critical incident technique. Thus, this study aimed to investigate the EFL teachers’ professional identity transformation through teachers’ factors and how those factors influence their professional identity. This study used the Critical Incidents Technique (CIT) to employ an open-ended questionnaire for Focus Group Discussion (FGD) and Individual in-depth interview to gather the data. Five teachers from different schools in Sintang, West Kalimantan, were purposively chosen as the study participants. The results showed that the teacher faced three personal, interpersonal, and organizational stress factors. The personal factors were related to teachers’ emotional control and self-efficacy. Interpersonal factors were related to students’ behavior in the classroom and negative relationships with colleagues. Meanwhile, organizational factors were related to the lack of media facilities and salary. Despite the stress, EFL teachers showed their ability to cope. The participants broadened on how they dealt with the situation, how stressors affected their identity as teachers, such as preserving their motivation to become teachers, and how they overcame job dissatisfaction.]]>
<![CDATA[The Importance of School Working Conditions for Teachers’ Job Satisfaction ]]>
<![CDATA[Wea, Teofanne Nurinik]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Vol. 7 No. 1 (2022): January ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies [CLCS] ]]>
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DOI: 10.30957/ijoltl.v7i1.696
<![CDATA[Teachers are responsible for students’ academic success and education. Therefore, their satisfaction at work needs to be observed. This study aimed to examine teachers’ job satisfaction in connection with their work intensification. It also aimed to determine the elements of the work that affected teachers’ job satisfaction, as well as how those elements were related to the qualities of the teachers. This study was undertaken involving 30 English teachers from several schools. Those schools consisted of SMAK St. Mikael Solo, SMPN Temanggung, SMAN 1 Ende, Flores and SMK Mucthyca, Ende, Flores. In conducting this study, the researchers distributed a questionnaire and interviewed the participants. Seven participants were participated in the interview section. The teachers’ job satisfaction was determined by students’ factors and school regulation. The result of the study showed that secondary school teachers were generally satisfied with their job, and rarely affected by other things such as students’ discipline and school leadership. To conclude, a school with highly satisfied teachers will provide qualified instruction and raise successful students. This study offers suggestions for schools and future researchers.]]>
<![CDATA[THE IMPORTANT ROLE OF METACOGNITIVE STRATEGIES IN INDONESIAN EFL READING LEARNING CONTEXTS ]]>
<![CDATA[Wijaya, Kristian Florensio]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ UC Journal: ELT, Linguistics and Literature Journal Vol 3, No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[Sanata Dharma University, Yogyakarta ]]>
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DOI: 10.24071/uc.v3i1.3445
<![CDATA[It is decent to be purported here that the continual and precise internalization of metacognitive strategies in Indonesian EFL reading contexts will bring about positive influential impacts for L2 readers’ cognitive and affective reading development. Highly metacognitive L2 readers generally experience more stress-free and meaningful reading learning enterprises since they have become more critical, self-regulated, independent, and adaptable readers who are resistant to exacting reading learning challenges. This present qualitative study employed a document analysis approach to strongly encourage Indonesian EFL educationalists to steadily implement metacognitive strategies in their multivariate reading classroom vicinities. The obtained results uncovered that metacognitive reading strategies progressively transfigured Indonesian EFL learners into more self-regulated and autonomous L2 readers longing to inherent life-long second language learning spirit on their daily basis as academicians. ]]>
<![CDATA[The Role of Volition in Graduate Students’ Academic Writing ]]>
<![CDATA[Krismalita Sekar Diasti]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.15266
<![CDATA[Due to Covid-19 outbreak, students and teachers experience a rapid shift from conventional to online learning which requires students to be more self-regulated learners. The purpose of this study is to discover how graduate students remain focused and keep devoting effort in academic writing task completion. This research employed a qualitative study involving 13 graduate students of the English Education Master Program of a private university in Indonesia. Data were collected by distributing questionnaire and conducting interview. The data obtained from the questionnaire were analysed using descriptive statistics. Further, open coding techniques were utilized to examine the interview data. There are three major findings drawn in this study, namely, volitional strategies used by students in the academic writing task, persistence amid pandemic situation, and the role of volition in maintaining students’ motivation. The themes describe how students show their determination during the goal-achievement process of academic writing assignments. Students frequently encounter hardships in their learning process which might distance themselves from accomplishing the learning demands. This study shed the light on fruitful merits of volition, particularly in driving students to stay focused despite challenges or distracting situation.]]>
<![CDATA[METACOGNITIVE STRATEGIES OF UNDERGRADUATE AND POSTGRADUATE STUDENTS IN READING ]]>
<![CDATA[Bria, Maria Gaudensi]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v22i2.1779
<![CDATA[Metacognitive strategies are widely used by students in learning activities, often without them realizing it. In this article, the researchers aimed to observe postgraduate and undergraduate students metacognitive strategies in reading. Reading is a memory construction, it is essential for successes in the future. Students who are self-determined and motivated are successful readers. Metacognitive strategies of student teachers in reading maturity inspire students to integrate ideas with experiences into the transformation of actions. As reading maturity shapes character, it is identified to those who are independently and eagerly participates in the activity. It focuses on critical thinking and reflection. This assessment of metacognitive strategies in reading may offer an idea to be a good readers and teachers in the future. Using mixed method approach, particularly questionnaires and interviews, the data were collected using procedural statistic SPSS independent t-test in order to have the description of how the two groups applied metacognitive strategies in reading. The findings showed that both postgraduate and undergraduate students utilized metacognition strategies. However, postgraduate students demonstrated more metacognitive strategies and maturity in reading.]]>
<![CDATA[INDONESIAN STUDENTS LANGUAGE ATTITUDES TOWARDS INDONESIAN AND ENGLISH THROUGH EDUCATION AND WORKING FRAME ]]>
<![CDATA[Kurniasari, Monika Dini]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018): Special Issue (Supplement) June 2018 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v21iSuppl.1184
<![CDATA[This research aimed to explore language attitudes of Indonesian EFL learners towards English and Indonesian and studied the relationship of language attitudes in terms of educational background and study programs. A total of 256 Indonesian participants, randomly selected from five universities (two public, three private), answered a two-part questionnaire (Language Background Questionnaire and General Language Attitudes Survey). The analyses of the data expose that the participants alleged to the positive attitudes towards English as they were stimulated to learn the language, and appreciated their English skill as a means to attain better study or work opportunities, meanwhile in view of their native language-Indonesian superior to English. As a result, the study infers that the participants had a positive attitude of Indonesian identity with a positive reception of the importance of the English language. English is significant not only as an international language but also considered as an important language along with Indonesian language in education and profession. This study is a part of a major research project written by a team of researchers from Sanata Dharma University, Yogyakarta Indonesia. The first article investigated relationship the students language attitudes, gender and socio-economic status (ParadewariMbato, 2018). The second article looks into language attitudes and language orientation (Kharismawan Mbato, in press). A similarity will be found across the three articles in terms of data on students language attitudes.]]>
